TEACHING COURSES OF GENERAL ENGLISH AT AN IRANIAN UNIVERSITY BASED ON THE IDEA OF ‘WHOLE LANGUAGE’
Seyyed-Abdolhamid Mirhosseini1*, Houra Pakizehdel2
1 Dr., Alzahra University, IRAN, mirhosseini@alzahra.ac.ir
2 Ms., Alzahra University, IRAN, h.clh126@yahoo.com
*Corresponding author
Abstract
Mainstream foreign language education processes at schools and universities in Iran, arguably like many other parts of the world, are based on the teaching and learning of separated language skills and components. Moreover, the content that shapes (English) language education mainly comprises either neutral and dull topics away from the interests of learners or culturally incongruent topics reflected in international textbooks. Official English language teaching (ELT) in contexts like Iran which rely on the skills-based teaching of such contents has predominantly been known to be unsuccessful, if not a total failure. Considering these unsuccessful trends, one way to tackle problems of ELT and reform its practices may be found in similar dilemmas and the related debates and experiences in the history and literature of first language literacy education. In literacy studies where the same issues of teaching segregated components and controversial contents were raised long ago, the Whole Language (WL) approach that grew in reaction to phonics based approaches, proposes that language should be taught as a whole rather than as fragmented elements. In addition, based on a WL perspective, the content that is used in language and literacy education is to be relevant to learners. In this ethnographic study, we explore the implementation of a WL approach in the context of teaching a course of general English at an Iranian university and we examine the advantages and challenges of such an approach in this context. The bodies of data we explore through grounded theory and coding procedures comprise tens of hours of class observation, several student interviews, teaching materials, and extensive bulks of student writings. The findings reveal several benefits of adopting a WL approach in ELT in this context as well as some challenges. Theoretical implications and practical insights of these findings for ELT in Iran and beyond are discussed.
Keywords: English language teaching, whole language, general English, Iranian university
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