Literacy practices in a first-grade whole language classroom: A teacher in transition
Abstract
The purpose of this phenomenological case study was to understand the nature of literacy instruction as it is described and experienced by the teacher and students in a first grade whole language classroom. The study was guided by four research questions: (1) From the teacher's point of view, what literacy activities define this first-grade as a whole language classroom?, (2) What kinds of child responses are valued by the teacher, and are incorporated into her transition to the whole language approach?, (3) What type of environment (e.g. classroom arrangement, materials, etc.) has been set up by the teacher, and how does it reflect change in her philosophy?, and (4) What curriculum modifications has the teacher made in order to move toward a whole language approach? Data were collected through audiotaping and videotaping of class sessions, fieldnotes, interviews with the teacher, four key informants, and the principal of the school, and artifacts. Data were analyzed using elements of qualitative theory analysis. Major findings were: (1) There was a congruence between the teacher's beliefs about literacy instruction based on the whole language approach and her actions in the classroom. (2) The teacher was committed to facilitate literacy development through less direct-skill oriented instruction. (3) She immersed children in reading and writing by providing ample materials to explore. (4) She made extensive use of modeling. (5) The classroom arrangement allowed individual to work with peers. (6) Children were the center of the learning process. (7) Children responded positively to the language activities planned by the teacher. Conclusions inferred from the findings were: (1) A teacher who believes that direct-skill instruction is not allowing children to achieve literacy can find an alternative instruction in the whole language approach. (2) The basal reader and workbook exercises are not the focus of instruction, but supplementary sources of language input. (3) The physical and emotional environment of the classroom enhances language use. (4) Planning a whole language classroom requires effort and strong beliefs in the theory that support this approach.
Degree
Ph.D.
Advisors
Lamb, Purdue University.
Subject Area
Teacher education|Elementary education|Literacy|Reading instruction
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