The implementation and facilitation of the whole language approach with deaf learners : eight to twelve years old

[摘要] ENGLISH ABSTRACT:Traditionally, schools for Deaf learners taught the language arts within abehaviouristic model with the result that language was broken down into parts andsub-skills and presented in a de-contextualised way. This approach to teaching wassequentially building from the simplest to the most complex form. In contrast to this,the Whole Language approach focuses on a holistic and integrated approach whereall language forms are contextualised. Deaf learners need to acquire language aswell as develop language before actively engaging in oracy and literacy.With the acceptance of Sign Language as part of the Total Communicationphilosophy, the medium of instruction is English/Afrikaans/Xhosa in the printed andwritten form. This necessitates a move towards an approach in which the teachingand learning of language is meaningful, as well as functional such as the WholeLanguage approach which includes aspects of constructivist theory, appropriatebeliefs and effective practice.This research focused on the factors influencing teachers' acceptance and problemsexperienced as well as the literacy development of the Deaf learner duringimplementation and facilitation of the Whole language approach. The qualitativedesign accommodated the exploratory contextual nature of this type of research. Theresearch methodology was a qualitative case study, consisting of three experiencedteachers of the Deaf and twenty Deaf learners with varying degrees of hearinglosses and mixed language abilities.The methods used during data collection were interviews, journal entries,workshops, and observations. Data analysis was done by using the procedure ofopen coding where manageable units of data were coded into categories andthemes. These themes and categories were interpreted and correlated with theliterature.The researcher facilitated the implementation of the Whole Language approach byproviding the resource material, building trusting relationships and continuouslyconsulting with the teachers involved in the study. The findings of the study showsthat learners abilities such as confidence, risk taking, interest, power sharing, trust,motivation and active learning contributed to learners engaging in the languagesystem - oracy and literacy whilst it extended and enriched the teachers' practicesand teaching strategies.

[发布机构] Stellenbosch University