Learning to Read with the Whole Language Approach: The Teacher’s View

Ling-Ying Huang


This project explores the understanding of early year’s teachers regarding whole language approach and its implementation. A total of 200 questionnaires were delivered to teachers at nurseries and kindergartens in an EFL (English as a Foreign Language) context. 169 questionnaires were completed and analysed. The findings shows that an overwhelming majority of the participants know idea of whole language approach and know its value and relevance to improving early year literacy teaching. The result showed that teachers’ perspective about literacy teaching clustered primarily in the interactive approach which indicated that most teachers prefer neither whole language approach nor skills based approach.

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DOI: http://dx.doi.org/10.5539/elt.v7n5p71

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

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