MSTER DE EDUCACIN SECUNDARIA

THE WHOLE LANGUAGE

APPROACH VS GRAMMAR
TRANSLATION METHOD
BASES, FUNDAMEN TO S Y A PLICACIN D EL
CURR CULO EN LEN GUA ING LESA
Marta Snchez-Rey Moya

1. THE WHOLE LANGUAGE APPROACH

History
The Whole Language Approach is traced to the mid-to-late 1970s, but it is in the 1980s when
this method gained increasing recognition in the United States.
This method is considered as a philosophy that is based on Comenios legacy. Comenio argues
that children learn when they enjoy their learning experiences. Also it is important to mention
Deweys theory about the integrated curriculum. He argues that in order for education to be
most effective, content must be presented in a way that allows the student to relate the
information to prior experiences, thus deepening the connection with this new knowledge. It
means that different subjects are taught as a whole.
Yetta Goodman and Ken Goodman are the most important leaders in this philosophy. They
developed this theory and wrote several books about it.
In Canada, other leaders emerged during approximately this same period, among them Judith
Newman and David Doake. In New Zeland and Australia, where Whole Language is known as
natural learning, the best-known researchers and theoreticians are Don Holdaway and Brian
Cambourne, respectively.
What is whole language?
Whole Language is a constructivist approach to education. The constructivist classroom is an
environment where students build or construct their own knowledge. This method consists on
teaching children to read by recognizing words as whole pieces of language.
The most fundamental principle of the Whole Language Approach is that written language is
learned the way oral language is. Children are expected to learn to read and write as they learn
to talk, that is gradually, without a great deal of direct instruction.

Proponents of the Whole Language philosophy believe that language should not be broken
down into letters and combinations of letters and decoded. Instead, they believe that
language is a complete system of making meaning, with words functioning in relation to each
other in context.
The term Whole Language does not refer only to providing interesting comprehensible texts
and helping children understand less comprehensible texts. It involves instilling a love of
literature; problem-solving and critical thinking, collaboration, authenticity, personalized
learning, and much more. So this methodology involves teaching reading skills in the context of
interesting and stimulating literature. Reading materials must be authentic, real life,
meaningful. Writing is equally important.
Skills such as phonics and spelling are worked on in the context of what the children are
reading and writing and are integrated into other curriculum areas.
It also tends to emphasized writing about what the child already knows and can explain
verbally.
Advantages
-

Children are exposed to outstanding childrens literature from the very beginning of
their reading experiences. They are not asked to read artificially simplified or contrived
language. This makes reading more interesting for them.

They have a better understanding of what they are reading, and more interesting and
creative approach to reading.

There are no lists of sounds or rules to be learned.

Children are able to observe real reading behaviours in non-threatening situations and
to imitate such behaviours without fear or shame.

It is not necessary a text book.

It is a funny way to learn because they sit in groups, express themselves and build skills
based on different sources.

Disadvantages
-

Children do not get a full phonic foundation and so are unable to decipher unfamiliar
words.

Accuracy and correctness can be overlooked. A child might be praised for overall
language use, even if he has misspelled many words.

There is a lack of structure in this method of teaching which puts a heavy burden on
the teacher to develop their own curriculum.

It may be difficult for children who prefer a more organized way of learning or for who
presents reading difficulties.

The whole language approach works for many students, but explicit and systematic
phonics instruction works for students of all levels (and greatly decreases spelling and
pronunciations errors).

A school library is required as the students have to look for information and different
reading materials.

A typical whole language class

The main purpose is to use literature and real-life materials. Normally they have to read out
loud and silently for long periods.
It is recommended to publish the students work; display them on billboards, posters, simple
publications, etc.
Through reading, students work listening, speaking and writing. The proposed activities about
this reading have to be taught in context. It is important to take into account that they dont
work alone but with others, usually through cooperatives groups or reading workshops.

2. GRAMMAR TRANSLATION METHOD

History
The Grammar-Translation Method was common in foreign language classrooms from the mid19th century to the mid-20th century. It was first introduced in Latin and ancient Greek
classrooms in the early 19th century. As there was no longer a strong justification for teaching
oral skills in the classical languages, the Grammar-Translation Method focused on developing
the ability to read and translate classical texts. By the mid-19th century the method had been
adopted for teaching modern languages and it quickly spread to classrooms throughout
Europe and the United States.
During World War II it became evident that Grammar translation Method wasnt producing
students capable of speaking foreign languages well enough to communicate with allies or to
understand enemy communications. The U.S. government turned to others methods such as
audio-lingual method. However, grammar-translation techniques continue to be used
throughout the world in teaching classical languages and occasionally modern languages,
especially less commonly-taught languages.
What is Grammar Translation Method?
The grammar translation method consists on learning a language applying grammatical rules
and vocabulary. Classes are taught in the students mother tongue, with little active use of the
target language. Vocabulary is taught in the form of isolated word list. Elaborate explanations
of grammar are always provided by the teacher. Grammar instruction provides the rules for
putting words together; instruction often focuses on the form and inflection of words. Reading
of difficult texts is begun early in the course of study. Little attention is paid to the content of
texts, which are treated as exercises in grammatical analysis. Often the only drills are exercises
in translating disconnected sentences from the target language into the mother tongue, and
vice versa. Little or no attention is given to pronunciation.
5

Because the target language is taught in the students native language, it is possible for
students to have studied it for years without having been required to participate in the most
elementary conversation.
Typical techniques closely associated with the Grammar translation Method.
1. Translation of a Literary Passage. Translation target language to native language and
vice versa.
2. Reading comprehension questions. Finding information in a passage, making
inferences and relating to personal experience
3. Antonyms/Synonyms. Finding antonyms and synonyms for words or sets of words.
4. Cognate. Learning spelling/sound patterns that correspond between L1 and the target
language.
5. Deductive Application of rule. Understanding grammar rules and their exceptions, then
applying them to new examples.
6. Fill in the gaps. Filling the gaps in sentences with new words or items of a particular
grammar type.
7. Memorization. Memorizing vocabulary lists, grammatical rules and grammatical
paradigms.
8. Use words in sentences. Students create sentences to illustrate they know the
meaning and use of new words.
9. Composition. Student write about a topic using the target language.
Advantages
In Grammar Translation Method the first language is maintained as the reference system in
the learning of the second language. Translation from one language to another plays a certain
part in language learning. In the grammar translation Method, comparison between two

languages helps students to have a better understanding of the meaning of abstract words and
complicated sentences.
Systematic study of grammatical rules plays an important role in fostering students ability of
reading comprehension and producing grammatically correct sentences. It has special
importance for students in teachers colleges for whom a good mastery of grammar system of
the target language. Understanding and manipulating the morphology and syntax will develop
students ability of analysing and solving problems.
The focus on understanding literary texts provides the situation in which reading and writing
activities are well trained.
The Grammar Translation makes few demands on teachers although it often creates
frustration for students.
Disadvantages
The first disadvantage is that translation can never emancipate the learners from dependence
on the first language.
Also the Grammar Translation Method puts too much emphasis on reading and writing and
forget listening and speaking. Knowing a large number of grammatical rules cannot ensure that
students can use them appropriately in real communicative situation.
The language learned often doesnt meet the practical needs of the learners and memorizing
grammar rules and bilingual words lists does not motivate students to actively communicate in
the target language.

3. DIFFERENCES BETWEEN THE WHOLE LANGUAGE APPROACH AND GRAMMAR

TRANSLATION METHOD
Whole Language Approach
History
Objectives

Key features

Teachers

Application

Mid-to-late 1970s
To learn applying the language
in a real context.
To learn written language the
way oral language is.
Reading is an interactive
process which a prior
knowledge is required to make
sense of the authors words.
Reading has to be taught in the
context of interesting and
stimulating literature with
authentic and real life
materials.
Reading, writing, speaking and
listening work together.
Classes are develop in the
target language
Instead of transmitting
Knowledge, the teacher works
with the student to create
knowledge and understanding.
The teacher has to be creative
To use literature.
To use real life materials.
To read out loud and silently
To publish the students works
Match the reading, writing and
speaking
Proposed activities have to be
taught in context
Learning through cooperative
groups and reading workshops.

VS

Grammar Translation

Mid-19th Century
To learn the language applying
grammar rules and vocabulary.

To Learn grammatical rules

To learn lists of vocabulary
Accuracy in translation
Classes are developing in students
mother tongue.

Easy to teach

Translations
Reading comprehension questions.
Antonyms/Synonyms. Finding
antonyms and synonyms for words
or sets of words.
Learning spelling/sound patterns
that correspond between L1 and the
target language.
Understanding grammar rules and
their exceptions, and then applying
them to new examples.
Fill in the gaps.
Memorizing vocabulary lists,
grammatical rules and grammatical
paradigms.
Composition. Students write about a
topic using the target language.

Advantages

Disadvantages

Students learn literature from

the beginning
Reading is more interesting
Better comprehension of the
texts
There are no lists of vocabulary
or rules to be learned

Spelling mistakes
It doesnt work for students
who requires more discipline
It may be a problem for
students who present reading
problems.

An effective way for application of

grammar and sentence structure.
Good spelling
Few demands on teachers
Least stressful for students.

Translation can never emancipate

the learners from dependence on
the first language.
Lack of real communicative
situation
Speaking and listening are not
develop

4. BIBLIOGRAPHY
http://www.listindiario.com/la-vida/2008/2/25/49433/Un-aprendizaje-completo
(accessed December 6, 2014)
http://literaturaypedagogia.blogspot.com.es/2007/05/el-lenguaje-integral.html (accessed
December 6, 2014)
http://www.heinemann.com/shared/onlineresources/08894/08894f6.html

(accessed

December 6, 2014)
http://viking.coe.uh.edu/~ichen/ebook/et-it/whole.htm (accessed December 6, 2014)
http://www.readinghorizons.com/blog/post/2010/09/23/What-is-the-Whole-LanguageeApproach-to-Teaching-Reading.aspx (accessed December 6, 2014)
http://www.ldonline.org/article/6394#typical (accessed December 6, 2014)
http://hlr.byu.edu/methods/content/text/grammar-text.htm (accessed December 8, 2014)
http://seattlecentral.edu/faculty/jgeorg/TESLSCCC/ABriefHistory.htm (accessed December
8, 2014)
http://cvc.cervantes.es/ensenanza/biblioteca_ele/diccio_ele/diccionario/metodogramatic
atrad.htm (accessed December 8, 2014)