Theory about teaching English to children by Carol Read.

1. TOWARDS WHOLE
LEARNING
BY CAROL READ

2. WHAT MAKES LEARNING
WHOLE FOR CHILDREN:
• 1. CONTEXT
• 2. CONNECTIONS
• 3. COHERENCE
• 4. CHALLENGE
• 5. CURIOSITY
• 6. CARE
• 7. COMMUNITY
• 8. CREATIVITY

3. CONTEXT
• Children make sense of the world and of language
through the context they find themselves in.
• be natural, real or understandable.
• be relevant and make sense to the child.
• allow for the discovery and construction of meaning.
• allow for learning to be active and experiential.
• encourage the use of language as a vehicle to do
things.
• support children's understanding and learning.

4. CONNECTIONS
• To other areas of learning.
• To the child’s real life experiences at home and
at school.
• To what has gone before and what will follow.
• Between what the child already knows and what
is to be learnt.
• Between what is learnt and how it is learnt.

5. COHERENCE
• The internal coherence of what is being
learnt.
• we need to provide not only for
comprehensible input but also for
comprehensible output.

6. CHALLENGE
 Zone of proximal development
 Flow
 Sense of achievement
 Challenge to think

7. CURIOSITY
• to generate a desire to learn
• find out about things,
• to make the act of learning
• interesting,
• relevant and
• enjoyable in its own right.

8. CARE
Treating children as Individuals
The role of the carer
Supporting children’s learning
Children expectations

9. COMMUNITY
 ACTIVITIES ARE SHARED EXPERIENCIES AND
EVENTS
 children are encouraged to cooperate, help and
respect each other
 there is natural and real interaction and communication in a
social environment
 children are given opportunities to respond in personal,
divergent ways and to choose what they want to say

10. CREATIVITY
• allows 'hidden talents' to emerge
• increases personal investment and
ownership
• It helps learning to become more
memorable
• Develops fluency and flexibility in
thinking.
• allows for humor and fun.

11. AROUND THE
WHEEL
• educational and cultural context
• methodology
• materials
• the curriculum
• the teacher

12. CONCLUSION
 The child is at the centre of the learning
process.
 Children learn best when learning is
experiential and activity-based.
 Children learn in a global way.
 Children vary in the rate and way in which
they learn.
 Motivation is vital.

13. Helping children 'learn how to learn' is an
integral part of the process.
Children need an appropriate level of
challenge.
Children need an appropriate level of support.
Children need lots of practice.
Language learning is part of whole learning.
CONCLUSION