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Implementación Del Lenguaje Integral en Escuelas de Kinder Garden en Hong Kong
Implementación Del Lenguaje Integral en Escuelas de Kinder Garden en Hong Kong
http://dx.doi.org/10.4236/ojml.2013.33023
The whole language approach is an important language theory in the West. In recent years, many kindergartens in Hong Kong have been implementing the whole language approach. To understand how this western educational concept is being implemented in the Chinese society, this research aims to investigate the
current practices of teachers implementing the Whole Language Approach in Hong Kong. The study employed a combination of quantitative and qualitative methods with data collected through questionnaires
and interviews. 138 questionnaires were sent to experienced teachers. A total of six teachers were interviewed, and they were all experienced. Findings indicate that most of the kindergarten teachers have the basic understanding of the whole language approach. However, it finds that many teachers cannot fully implement the meaning of the whole language approach in it entirely. Further training for teachers is needed.
Keywords: Whole Language Approach; Kindergarten; Portfolio; Language Environment
Introduction
In recent years, many kindergartens in Hong Kong have been
implementing the whole language teaching approach, in order
to nurture children in a rich and excellent language environment at an early age, cultivate their interests in language learning and lay a foundation for them to learn language in a better
way. How do kindergarten teachers (hereinafter referred to as
teachers) in Hong Kong implement this western educational
concept of whole language approach in the prevailing Chinese
society? Having worked as a teacher educator for years, there
have been many occasions for me to visit kindergartens and
observe how teachers implement the whole language approach.
Based on my personal experience, there are some characteristics that can be commonly found in Hong Kong kindergartens.
These include the rich learning environment, the large number
of language activities and the use of portfolios. However, the
question is whether the above practices can fulfill the philosophy of the whole language approach. What are teachers perspectives and comments? This research aims to investigate the
current practices of teachers implementing the whole language
approach in Hong Kong. Based on the findings, it is hoped that
this research would be able to provide some inspirations for teachers.
Literature Review
What Is Whole Language?
Whole language was viewed as an important language theory
in the West in the 1980s, influencing early childhood education
in almost the entire world. It can be interpreted in many different ways (Bergeron, 1990). Some researchers (Cornett &
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Related Researches
In western countries, there has been much debate on the
whole language approach from the education perspective. Scholars who support the concept of whole language, such as Goodman (1986), believe that childrens language learning ability is
inherent. Under a real language situation, with only limited language stimulation provided, children can easily and rapidly develop their oral language skills. The same applies to written
language. Scholars who oppose the concept of whole language
believe that reading ability is not inherent; it is something that
should be learnt with great effort (Liberman, Shankweiler, &
Liberman, 1989). Many researchers (such as Jeyne & Littell,
2000; Juel & Minden-Cupp, 2000) have also questioned the
teaching effectiveness of whole language in case of less able
students. Nevertheless, overall, researchers have a relatively positive attitude toward implementation of the concept of whole
language in kindergartens. Some studies have discovered that
whole language can increase childrens readiness, significantly
improve their word recognition ability and develop a good reading attitude (Stahl, Mckenna, & Pagnucco, 1994). Some other researchers point out that applying whole language in kindergartens is more effective than in primary schools (Primary 1
students) because basic reading and writing concepts can be
better transferred in case of the former (Stahl & Miller, 1989).
Therefore, its implementation of whole language has been more
successful in kindergartens.
In Asia, there have been some research studies, especially in
Taiwanese kindergartens and primary schools, concerning the
use of the whole language approach. Ho (1997) pointed out that
students were interested in learning Chinese language lessons.
The class atmosphere was improved and so was their understanding of Chinese culture. However, Shih (1990) indicated
that some negative factors existed such as the increase of administrative matters, deficiency in teaching discussions and defects in portfolio assessment.
In Hong Kong, only a few researchers have studied implementation of whole language in kindergartens. Lam and Au
(2006) mainly explored the effectiveness of whole language
learning in kindergartens and pointed out some existing problems. Their research was based on a group of upper kindergarten students. At present, there is no published study adopting
quantitative and qualitative approaches to investigate the current situation of Hong Kong teachers who are implementing
whole language approach. In view of this, this research attempts to explore this aspect more.
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Percentage
1 - 5 years
4.1%
6 - 10 years
14.8%
11 - 15 years
38.5%
16 - 20 years
34.4%
21 years or above
8.2%
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Table 2.
Creating an environment for language learning.
Items
0
(0%)
1
(.8%)
36
(29.5%)
66
(54.1%)
19
(15.6%)
3.84
(.68)
0
(0%)
0
(0%)
14
(11.5%)
31
(25.4%)
77
(63.1%)
4.52
(.69)
3
(2.5%)
6
(4.9%)
39
(32%)
53
(43.4%)
20
(16.4%)
3.67
(.90)
0
(0%)
2
(1.6%)
7
(5.7%)
18
(14.8%)
95
(77.9%)
4.69
(.66)
0
(0%)
3
(2.5%)
16
(13.1%)
45
(36.9%)
57
(46.7%)
4.29
(.79)
0
(0%)
13
(10.7%)
45
(36.9%)
49
(40.2%)
15
(12.2%)
3.32
(.87)
2
(1.6%)
5
(4.1%)
42
(34.4%)
59
(48.4%)
13
(10.7%)
3.63
(.79)
0
(0%)
2
(1.6%)
10
(8.2%)
67
(54.9%)
43
(35.2%)
4.24
(.66)
Table 3.
Language activities of children.
Items
0
(0%)
1
(.8%)
13
(10.7%)
72
(54%)
36
(29.5%)
4.17
(.64)
1
(.8%)
6
(4.9%)
43
(35.2%)
60
(49.2%)
12
(9.8%)
3.62
(.76)
2
(1.6%)
2
(1.6%)
37
(30.3%)
66
(54.1%)
14
(11.5%)
3.73
(.75)
12
(9.8%)
14
(11.5%)
38
(31.1%)
39
(32.0%)
19
(15.6%)
3.32
(1.16)
20
(16.4%)
12
(9.8%)
20
(16.4%)
38
(31.1%)
32
(26.2%)
3.41
(1.40)
1
(.8%)
5
(4.1%)
25
(20.7%)
68
(55.7%)
22
(18%)
3.87
(.79)
0
(0%)
2
(1.6%)
23
(18.9%)
62
(50.8%)
35
(28.7%)
4.07
(.74)
1
(.8%)
10
(8.2%)
54
(44.3%)
46
(37.7%)
11
(9%)
3.46
(.80)
0
(0%)
1
(.8%)
36
(29.5%)
68
(55.7%)
16
(13.1%)
3.82
(.66)
ing feelings with children (79.5%), teachers sharing story content with children (68.8%), children sharing story content with
classmates (46.7%), children sharing feelings with classmates
(73.7%) and children having opportunities to cooperate with
each other (78.7%). These interactions can cultivate childrens
listening and speaking abilities.
Teachers are able to design writing activities for children
(47.6%) (refer to Table 3). From the interviews with teachers,
writing activities can be divided into two types. On the one
hand, teachers can help children convert their spoken words
into written words. On the other, children can write words on
their own even if they use pictures. Here are the examples:
Teachers can write sentences related to the theme or put
down useful sentences spoken by children on the white board. If
children like any of these sentences, they make their own sen170
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REFERENCES
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Bird, L. B., Goodman, K. S., & Goodman, Y. M. (1994). The whole
language catlog: Forms for authentic assessment. Columbus, OH:
SRA/McGraw-Hill.
Clay, M. (1991). Becoming literate: The construction of inner control.
Portsmouth, NH: Heinemann.
Cornett, C., & Blankenship, L. (1990). Whole language = Whole learning. Fastback 307. Bloomington, IN: Phi Delta Kappa Educational
Foundation.
Engel, B. S. (1993). Valuing children: Authentic assessment based on
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Trenholm, D. S. (1992). What is the effect of traditional language teaching method versus whole language teaching on learning sentense
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Wang, X. (2009). The early childhood reading under the context of whole
173