Publication Date

1992

Document Type

Dissertation/Thesis

First Advisor

Miranda, Wilma

Degree Name

M.S. Ed. (Master of Education)

Legacy Department

Department of Leadership and Educational Policy Studies

LCSH

Language experience approach in education

Abstract

A history of the arguments on behalf of the whole language curriculum reform--a perspective on language, learning, and people--was traced through the claims made by proponents of the movement. The following facets were addressed: 1) The claimed philosophical and theoretical roots in John Dewey, Lev Vygotsky, and Jean Piaget; 2) Ties to former movements viewed as precursors to whole language as discussed by proponents; and 3) Viewed reformulation of the understanding of language acquisition and development based on Kenneth Goodman, Donald Graves, and M.A.K. Halliday. Discussions were included regarding the rhetoric used by proponents of the movement in order to gain support from the educational professionals, as well as strategies to counter the position of the critics. The policy-making discussions that developed during the course of implementation in a local school district were examined and analyzed. Suggested implications for further study were also presented.

Comments

Includes bibliographical references (pages 102-105)

Extent

iv, 118 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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