A Qualitative Assessment of a Foreign Language Whole Language Class
Document Type
Article
Publication Date
12-1-2003
Abstract
This study had two goals: (1) to provide insights on how to assess a Whole-Language Foreign Language Class (WLFLC), and (2) to field test qualitative research methods for a WLFLC. The setting was a Hebrew-language class based on eight established principles of WLFLCs. The class was assessed through the analysis of formal semistructured interviews with four students; students' reflective midterm papers and final class evaluations (from their portfolios); and the teacher/researcher's reflective journal, which included field notes and anecdotal records. Three themes emerged: (1) Tensions between teacher- and student-centered instruction; (2) tensions between negotiated and predetermined curricula; and (3) becoming part of a multicultural/multilingual community.
MSU Digital Commons Citation
Schwarzer, David, "A Qualitative Assessment of a Foreign Language Whole Language Class" (2003). Department of Teaching and Learning Scholarship and Creative Works. 16.
https://digitalcommons.montclair.edu/teaching-learning-facpubs/16