Use Harvard references to explain the whole language approach
The whole language approach to language education emphasizes the importance of teaching language skills in an integrated manner rather than as separate components. This approach views language as a complex system that involves multiple skills and processes, including listening, speaking, reading, and writing (Goodman, 1989). According to this perspective, language learning is more effective when students are exposed to authentic texts and real-world language use, rather than isolated drill and practice activities (Goodman, 1996).
Proponents of the whole language approach argue that students learn language best when they are engaged in meaningful and relevant activities that allow them to use language in authentic ways (Goodman, 1996). This approach also emphasizes the importance of building on students' existing knowledge and experiences, rather than starting from scratch with each new language skill (Goodman, 1989).
Critics of the whole language approach have raised concerns about its lack of focus on explicit instruction in language structures and rules (Snow, 1991). They argue that students need explicit teaching of phonics, grammar, and other language skills in order to develop proficiency in reading and writing (Snow, 1991). However, proponents of whole language maintain that these skills can be developed through exposure to rich and meaningful language experiences, rather than through direct instruction (Goodman, 1989).
In conclusion, the whole language approach advocates for a holistic and integrated approach to language education that emphasizes authentic language use and meaningful learning experiences. While there has been debate about the effectiveness of this approach, proponents believe that it can help students develop proficiency in language skills by engaging them in meaningful and relevant language activities (Goodman, 1996).
References:
Goodman, K. S. (1989). Whole language for the whole world. Educational Leadership, 46(2), 24-27.
Goodman, K. S. (1996). On the comprehension and production of language: A whole language perspective. The Elementary School Journal, 96(1), 472-487.
Snow, C. (1991). Instructional implications of socio-psycholinguistic research. Educational Psychology, 11(2), 287-302.