A Qualitative Study of Personal Philosophies and Teaching Methods Regarding Whole Language

Abstract

The term whole language is broad and open to many interpretations. This study examined two aspects of interpretation regarding whole language. The first aspect examined is the personal philosophy teachers hold regarding whole language. Secondly, this study looked at how teachers apply their philosophy into their actions in the classroom The purpose of this descriptive study is to compare these perceptions and actions with the current body of research on whole language. This goal was accomplished by administering a survey to teachers. This survey consisted of questions regarding personal whole language philosophies and actions. The data collected were analyzed qualitatively to determine how closely personal actions and beliefs coincide with the current body of research regarding whole language. Research has indicated that there are three dimensions that must be incorporated for the understanding of whole language. The first dimension involved research behind the philosophy of whole language. The strong basis in research has been traced in this paper. The second dimension for understanding of whole language has been met. The pedagogical theory that has resulted from the research is equally sound. The third dimension of understanding of whole language the practice of the definition has been partially met. Evidence has been found to support the practice of a whole language definition but clear evidence was not found to show clear understanding of the philosophy of whole language by all practitioners.