Where 'whole language' literacy and 'communicative' language teaching fail
SOURCE: HSRC Review
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2013
TITLE AUTHOR(S): K.Heugh
KEYWORDS: EDUCATION, LANGUAGE IN EDUCATION POLICY, LITERACY, MOTHER-TONGUE EDUCATION, TEACHING
DEPARTMENT: Equitable Education and Economies (IED)
Web link: http://www.hsrc.ac.za/en/review/hsrc-review-march-2013/where-whole-language-literacy-teaching-fails
Intranet: HSRC Library: shelf number 7650
HANDLE: 20.500.11910/3042
URI: http://hdl.handle.net/20.500.11910/3042
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2013
TITLE AUTHOR(S): K.Heugh
KEYWORDS: EDUCATION, LANGUAGE IN EDUCATION POLICY, LITERACY, MOTHER-TONGUE EDUCATION, TEACHING
DEPARTMENT: Equitable Education and Economies (IED)
Web link: http://www.hsrc.ac.za/en/review/hsrc-review-march-2013/where-whole-language-literacy-teaching-fails
Intranet: HSRC Library: shelf number 7650
HANDLE: 20.500.11910/3042
URI: http://hdl.handle.net/20.500.11910/3042
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
Research data of learners in 'less' developed countries indicate that few students meet desired outcomes when the whole language and communicative approaches dominate. The data also shows that it is necessary to reconfigure how teaching happens in countries where English is not the most widely spoken language, Kathleen Heugh argued at an HSRC seminar.-
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