Deaf ESL Students - Gallaudet University

O Reviews
Whole Language for Second
Language Learners
By Yvonne S. Freeman
and David E. Freeman
Portsmouth, N.H., 1992
Educators deliberating whether or not
whole language is appropriate for
bilingual learners will find Whole
Language for Second Language Learners
intriguing and informative. Inspired by
the positive outlook for second language
students’ learning opportunities,
Freeman and Freeman share
authentic teacher stories based on
experiences working with English as a
second language (ESL) students. The
emphasis on language development
and success for ESL students is evident.
While traditional teaching methods
have proven to be stifling for bilingual
students, whole language appears to
foster success.
The authors provide researchbased
support for whole language as a
philosophical approach to teaching
and learning. The research supports
whole language as the most effective
Intriguing and Informative
By Luanne Ward
approach for students whose first language
is not English. The authors’
intention is to simplify the seven whole
language principles targeted for literacy
development. These principles are:
• Lessons should proceed from whole
to part.
• Lessons should be learner centered
because learning is the active construction
of knowledge by students.
• Lessons should have immediate
meaning and purpose for students.
• Lessons should engage groups of
students in social interaction.
• Lessons should develop both oral
and written language.
• Learning should take place in the
first language to build concepts and
facilitate the acquisition of English.
• Lessons that show faith in the learner
expand the learner’s potential.
Evidence is presented of increased academic
achievement using meaningful
and authentic activities rather than
worksheet drills. Freeman and
Freeman emphasize the importance of
strengthening the first language as a
base for the second language learning.
Students’ first language must be valued
and embedded in the teaching of an
additional language.
This is supported with Cummin’s
view of language acquisition in which
two types of language proficiency are
explained. To provide comprehensible
input in English, the first language must
be nurtured to develop both social and
academic language. The authors do not
want students to be shortchanged of
English; therefore, English should be
comfortably integrated in all subject
areas. This should be done carefully,
with teachers demonstrating that the
students’ first language is valued.
It is suggested that the literacy
development for all students start with
“kidwatching;” observation of the child
and documentation of his or her
progress are essential tools for appropriate
assessment. Scenarios of second
language classrooms are explained in
which students are involved in authentic,
meaningful reading and writing to
become competent readers and writers
of English.
Teachers who show unwavering confidence
will foster children’s potential
without unnecessary and destructive
labeling. The authors state that “teachers
who show faith in their students
organize teaching and learning in ways
that are consistent with all the principles
of whole language.” A facilitative
approach supports and nurtures the
reading and writing skills of bilingual
students when their first language and
English are used reciprocally. A holistic
approach to learning where learning is
believed to come naturally, whole language
is increasingly needed for bilingual
learners. ●
Luanne Ward, M.S., taught reading and math at the
Model Secondary School for the Deaf for six years, and
taught at the Iowa School for the Deaf for one year. She
is now the high school head teacher at the Kansas
School for the Deaf.
52 Spring 2000