|
|
 |
 |
 |
 |
 |
|
|
| Continuities Between Motivation Research and Whole Language Philosophy of Instruction | ||
 |
|
|
| David
A. Bergin Cheryl LaFave University of Toledo |
The purpose of this article is to show that motivation research is generally compatible with and supportive of the whole language philosophy of instruction and to provide explicit motivational reasons why whole language practices might be effective. Both motivation research and whole language instruction emphasize the following: providing choice in order to foster perceptions of autonomy, emphasizing the mastery goal of learning in order to improve personal competence rather than the ego goal of doing better than other people, using assessment that encourages a deep personal construction of meaning and learning for understanding, providing students with experiences that will increase their belief that they can succeed, modeling appropriate literacy activities, responding to students’ social goals, providing an emotionally supportive atmosphere, and making learning interesting. Whole language classrooms provide settings where motivation researchers can investigate the success of motivation principles, and whole language classrooms might benefit from the motivation technique of goal setting. It would be useful for practitioners if whole language and motivation researchers investigated appropriate levels of teacher control more precisely. | |
|
|
|
| JLR v. 30 no. 3 1998 pp. 321–356 |
||