Yetta M. Goodman

Vygotsky and education: Vygotsky in a whole-language perspective

In this passage, Vygotsky expresses his belief that written language develops, as speech does, in the context of its use. It indicates his holistic inclinations and his awareness of the need for learners to be immersed in language for literacy learning to be easy. Such a view is the essence of whole language. Whole language is more than anything else a philosophy of education. It draws heavily on Vygotsky, among others. As we relate the developing conceptualizations of whole language to the work of Vygotsky, we will explore (1) what whole language is; (2) what it takes from Vygotsky; (3) how whole language can contribute to the application and development of Vygotskian psychology; and (4) how it departs from or goes beyond Vygotsky.

Roots of the Whole-Language Movement

This article gives a history of the whole-language movement. It looks back to the sixteenth century for an early use of the term whole language. Then, beginning with John Dewey, I explore major influences from the fields of philosophy, psychology, linguistics, and education on the development of whole language. I discuss earlier educational movements in the United States, such as language experience, individualized reading, and the integrated curriculum, and their influence on whole language. I also sketch influences from England, such as language across the curriculum and the British Infant School, and the holistic educational influences from New Zealand. I conclude that science and humanism will continue to affect holistic views of educational theory and practice.

Critical lessons from the transactional perspective on early literacy research

This article is a synthesis of early literacy research organized according to critical lessons that delineate our shared knowledge base that we name a ‘transactional perspective on early literacy development.’ The critical lessons are grouped into three sets to present the continuum of methodological stances that interpretive researchers take as they design and carry out early literacy studies. This synthesis is particularly timely now – as children and teachers in classrooms around the world struggle to maintain control over literacy learning and teaching within narrow governmental agendas and mandates. Given current governmental agendas (i.e. No Child Left Behind in the USA, the National Literacy Strategy in the UK, among many), it is critical to remember that we share a robust theory, a transactional view of early literacy development that explains how young children come to be literate members of society.

Spelling Ability of a Self-Taught Reader

Some children learn to read before they go to school. This is a fact that teachers and educators have been aware of for some time, for considerable attention has been given to early reading (1). Less attention has been given to other literacy skills-spelling, for example-that children may develop before they begin formal instruction. We have undertaken a study of the language and literacy skills of one selftaught reader. We are reporting here our findings on the spelling techniques she used and the generalizations she developed. At the time of the study, Kay was six years and five months of age. She is an intent child who loves to learn. Her keen attention and her love of learning may account in part for her ability to read and comprehend materials at a fifth-grade level, as measured by Grays Standardized Oral Reading Paragraphs. Kays environment is rich in language experiences. She has always been read to, listened to, and talked to. Singing, poetry, nursery rhymes, and oral family language games are daily fare in her home. She has puzzles and picture lotto games, but her favorite recrea ion at home is to pretend that she is a teacher or a librarian; she sets up three or more dolls in front of her and reads to them. With no instruction Kay was reading independently by the age of five years and six months. At the time she was studied, she had had four months of formal reading instruction in school. Her teacher uses a sight-word approach and pays some attention to beginning consonant sounds. Kay had received no formal instruction in spelling. For those who feel that such knowl-

Revaluing the reading process of adult ESL/EFL learners through critical dialogues

The authors explore language developmental processes of university English language learners. The used Retrospective Miscue Analysis (RMA) and In-depth Reading Interviews as heuristic tools to generate critical dialogues with students to reflect on their L1 and English language learning processes and perceptions. The studies show that RMA and In-Depth Reading Interviews lead the teachers researches-and english language learners to critical learnable and teachable moments.

The Teaching of Writing

Children develop written language as they internalize and make sense of the literate actions, routines, and values of the members of their sociocultural communities. As they experience literacy in their social worlds, they develop personal concepts about written language, and personal commitments to the various forms and functions that written language takes. Because unique literacy histories are the result of different children experiencing different environments, teachers must respond to the varied knowledge and varied ways of knowing that are a part of every classroom literacy event.