Whole Language

  – In English –

Whole Language is an Approach, a Philosophy, a Framework, a Theory, and an Orientation.
Whole Language is an educational philosophy that is complex to describe, particularly because it is informed by multiple research fields including but not limited to education, linguistics, psychology, sociology and anthropology. 

Learning theory: impossible to understand learning of any kind by analyzing small parts of the learning system. Goodman thought that there any four “cueing systems” for reading, four things that readers have to guess what word come next: graphophonemics, semantics, syntactics and pragmatics.
Whole language also emphasis quality literature, cultural diversity and reading in groups and to students is widely supported by the educational community. 


– In Bahasa Indonesia –
Whole Language adalah sebuah Pendekatan, Filsafat, Framework/kerangka, sebuah teori, dan Orientasi. Whole Language merupakan filosofi pendidikan yang rumit untuk dijelaskan, termasuk yang telah diinformasikan oleh beberapa bidang penelitian namun hal ini tidak terbatas pada pendidikan, linguistik, psikologi, sosiologi dan antropologi.

Teori Pembelajaran: mustahil untuk memahami pembelajaran apapun dengan menganalisis bagian-bagian kecil dari sistem pembelajaran. Goodman berpendapat,bahwa ada empat “sistem isyarat” untuk membaca, empat hal yang harus pembaca tebak dengan apa yang terjadi pada kata selanjutnya yaitu: graphophonemics, semantik, sintaktik dan pragmatik

Whole language juga menekankan kualitas sastra, keragaman budaya dan membaca berkelompok dan siswa yang didukung secara luas oleh komunitas pendidikan.
 

  

Grammar Translation Method

Grammar translation method was standard way languages were taught in school from the 17th-19th century. Despite attempts at reform from Roger Ascham, Montaigne Comenius and John Locke, no other methods gained any significant popularity during this time.

The grammar translation method is a method of teaching foreign languages derived from the classical. In grammar translation classes, students learn grammatical rules and then apply those rules by translating sentences between the target language and their native language. Advances students may be required to translate whole texts word-for-word. The method has two main goals: to enable students to read and translate literature written in the target language, and further students’ general intellectual development.

Grammar translation classes are usually conducted in the students’ native language. Grammar rules are learned deductively; students learn grammar rule by rote, and then practice the rules by doing grammar drills and translating sentences to and from the target language. 


Source : http://en.m.wikipedia.org/wiki/grammar-translation-method.

  

  

Multiple Intelligences

 

The theory of multiple intelligences was proposed by Howard Gardner in his book 1983 ‘Frames of Mind’: The theory of multiple intelligences as a model of intelligence that differentiates it into specific “modalities”, rather than seeing it as dominated by a single general ability.

Gardner chose eight abilities in multiple intelligences: 

a. Logical-Mathematical Intelligence

This are has to do with logic, abstractions, reasoning and numbers and critical thinking. This also has to do with having the capacity to understand the underlying principles of some kinds of causal system.

b. Linguistic Intelligence

People with high verbal-linguistic intelligence display a facility with words and languages. They are typically good at reading, writing, and telling stories and memorizing words along with dates. Linguistic and logical-mathematical intelligence on which standardized IQ test are based. 

c. Spatial/ Visual Intelligence

Spatial intelligence is the ability to find your way around an environment to visualize with the mind’s eye, to form mental images of reality. 

d. Musical Intelligence

This area has to do with sensitivity to sounds, rhythms, tones. The ability to perceive and create pitch and rhythmic patterns, able to sing, play musical instruments. Since there is a strong auditory component to this intelligence, those who are strongest on it may learn best via lecture. 

e. Bodily-Kinesthetic Intelligence

The core elements of the bodily-kinesthetic intelligence are control of one’s bodily motions and the capacity to handle objects skillfully. Careers that suit those with this intelligence include: athletes, surgeons, builders, etc. 

f. Interpersonal Intelligence

That is the ability to understand others and how they feel, and to interact effectively with them. Careers that suit with this intelligence include: teachers, counsellors, social workers, etc. 

g. Intrapersonal Intelligence

The ability to understand oneself and to develop a sense of self-identity. That’s mean introspective and self-reflective capacities. This refers to having a deep understanding of the self; what your weakness are, what makes you unique, being able to predict your own emotions. 

h. Naturalistic Intelligence

Nurturing and relating information to one’s natural surrondings. Example include classifying natural forms such as animal and plant species and rocks and mountain types. This ability has by farmers, hunters, etc. 

Sources:
* http://en.m.wikipedia.org/wiki/Multiple_Intelligences
* Douglas Brown: Language Assessment Principle and Classroom Practices.