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A qualitative study of how eight teachers moved toward whole language
Abstract
The purpose of this study was to gain insight into and knowledge about the perceptions and practices of teachers who have moved toward a whole language, literature-based, process approach to the teaching of reading. The data for the study came from interviews with eight teachers: four were teaching in elementary schools, two were language arts resource people, one was serving as a curriculum coordinator, and one was a university professor. The data are presented in the form of profiles of the eight educators who described their changed way of teaching in their own words. All interviewees reflect on how they feel they have changed the way they teach based on their understandings of how their beliefs about teaching and learning have changed. The researcher's changed beliefs are also examined in this study. The information on which this study is based was gathered in several ways: notes from participant observation during attendance at classes, seminars, conferences, and professional meetings; conversations with knowledgeable colleagues; review of the literature; and primarily, the tape-recorded interviews with selected teachers. The presentation of the interview data is interspersed with information gathered in the above mentioned ways. The literature review examines the theoretical and philosophical aspects of whole language and published descriptions of the reflections of some teachers who have undergone change. The results of this study demonstrate that there is much collegiality and networking among teachers who believe in this approach to the teaching of reading. Teachers undergoing a philosophical change toward whole language need to receive support, but they also give support to others. Support groups and informal support have played a very important part in the grassroots nature of whole language. Many of these teachers have made a strong connection between reading and writing. Experience as a teacher and reflection upon that experience also contribute to teacher change, which usually occurs gradually. Other ways of fostering change include visiting other teachers' classrooms, taking courses and participating in workshops, reading professional literature, becoming knowledgeable about children's literature, and attending and presenting at professional conferences,
Subject Area
Elementary education
Recommended Citation
Sorensen, Marie Louise, "A qualitative study of how eight teachers moved toward whole language" (1994). Doctoral Dissertations Available from Proquest. AAI9420691.
https://scholarworks.umass.edu/dissertations/AAI9420691