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TITLE Workshops on the Whole Language Approach in Cooperation withthe Thai-Israel Friendship Foundation (Bangkok, Thailand,January 27-30, 1997; February 4-7, 1997; and February 11-14,1997). Report.
INSTITUTION Golda Meir Mount Carmel International Training Centre, Haifa(Israel).
SPONS AGENCY Israel Ministry of Foreign Affairs, Jerusalem.PUB DATE 1997-02-00NOTE 50p.; Support provided by the Thai-Israel Friendship
Foundation.PUB TYPE Reports Descriptive (141)EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Course Evaluation; *Early Childhood Education; Foreign
Countries; Kindergarten; Kindergarten Children; LanguageAcquisition; Preschool Children; Reading Instruction; *WholeLanguage Approach; Workshops
IDENTIFIERS Thai Israel Friendship Foundation; Thailand
ABSTRACTThis document reports on a three 3-day workshops on the
whole-language approach in early childhood education held in Thailand in1997. There were 119 registrants, including graduate students, teachers, anduniversity instructors. Workshops were translated into the Thai language. Thefirst workshop introduced the whole-language approach and included activitiesand discussion related to considering children's developmental levels indesigning activities, educational philosophy, and creating a literacyenvironment. The second workshop involved more advanced coverage of thewhole-language approach, and included exercises on reading and literacy,developing a topic for a literacy curriculum, and emphasizing the role ofdramatic play. The third workshop provided further training in thewhole-language approach for some participants and a training-of-trainersworkshop for other participants. Training-of-Trainers participants learnedthe principles of facilitation and practiced skills with other participants.Workshop evaluation results indicated that participants enjoyed theworkshops, found them beneficial, and requested follow-up workshops. TheIsraeli consultants conducting the workshops indicated that the group sizewas too large, the division into three consecutive workshops created anunwieldy mixture of people with different backgrounds, and that translationmade communication difficult. They also recommended forming a professionalsupport group in Thailand. (Includes lists of participants, presenters andtranslators.) (KB)
********************************************************************************* Reproductions supplied by EDRS are the best that can be made *
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REPORT
U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research end Improvement
EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)
v This document has been reproduced aser received from the person or organization
originating it.
Minor changes have been made toimprove reproduction quality.
Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.
Workshops ononThe Whole LanguageApproach
in cooperation with theThai-Israel Friendship Foundation
Bangkok, Thailand
27-30 January 19974-7 February 199711-14 February 1997
PERMISSION TO REPRODUCE AND
DISSEMINATE THIS MATERIAL
HAS BEEN GRANTED BY
A. ki<0.*z.
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)
The Golda Meir Mount Carmel International Training Center
12 David Pinsky Street, Haifa 34351, Israel.
MASHAV - The Center for International Cooperation,
Ministry of Foreign Affairs, Israel.
2, BEST COPY ANLABLE
Table of Contents
Subject Page
I General Information 3
II Introduction 4
III Planning 4
IV Implementation of the Program 7
V Evaluation by the Participants 11
W Accommodations 12
VII Social Activities 12
VIII Comments by the Israeli Consultant 13
Appendices
1. List of Participants
3
2
I. General Information
Subject of the Workshop: The Whole Language Approach
Implementing Institution: The Go lda Meir Mount Carmel International Training
Center (MCTC), Haifa, Israel.
Language: English with translation into the Thai language
Location: Bangkok, Thailand
Sponsors: Thai-Israel Friendship Foundation (TIFF)
Implementation of the workshops:
1. 27-30 January: 66 participants + 8 observers2. 4-7 February : 64 participants + 8 observers3. 11-14 February: 50 participants + 8 observers
Staff:
Janette Hirschmann Director of Early Childhood Education Courses,MCTC staff
Haggith Gov-Ziv Lecturer, Kibbutz Teachers' College,Tel Aviv
Participants: 119 (116 women and 3 men).
4
3
4
Introduction
In Thailand, children have to pass an examination in order to enter first grade in the
private schools. Parents think that if their children are taught to read and write from a
very early age, they will be more proficient in these tasks and will succeed in being
accepted to the best schools. Children are therefore taught reading and writing in a
very formal way from the age of three and a half years.
Some EC educators are attempting to create a more "child friendly" environment for
the children in their kindergartens and are interested in implementing The Whole
Language Approach, which is a developmentally appropriate philosophy of ECE.
In 1994, two workshops in Emergent Literacy and The Whole Language Approach
were conducted in Changmai. Some members of the Thai Israel Friendship Foundation
(TIFF) participated. As a continuation to the workshop, TIFF organized an additional
workshop for managers and teachers of private schools, as well as lecturers in the
universities and teachers' colleges.
In December 1995 a three day workshop was conducted in Bangkok on the Whole
Language Approach. Some of the people who participated in 1994 and 1995
continued their studies in the current workshops. These 3 workshops served to
strengthen the relationship with TIFF regarding early childhood education in Thailand.
Planning
The workshop on the Whole Language Approach had been planned in a general way
with Anintita Posakrisna and M.L. Pagamal Kasemari, members of the Tiff Committee
when they participated as observers in the course on "The Child with Reading
Difficulties" on April 1996 at the MCTC. As the time for implementation approached,
,the planning team in Thailand requested that 3 short workshop would be conducted
on Whole Language:
5
1. Introductory workshop for newcomers into the field.
2. A more advanced workshop for those who had already participated in some
training on the topic
3. A workshop for Trainers of Trainer who already had theoretical knowledge and
practical experience in the field.
Since December 1995, when Mrs. fErschmann conducted the last workshops on this
topic, TIFF had organized workshops and acted as consultants to any kindergarten that
expressed interest in this approach. TIFF wanted to expose more managers of private
kindergartens to this very controversial subject, so that they would understand the
importance of creating a developmentally appropriate environment in their
kindergartens. This understanding would enable them to support their teachers in
making the change. The TIFF Committee felt that a workshop conducted by the Israeli
team would help them reach this goal.
The Israeli team planned a provisional program and sent it to Thailand. Some serious
attempts were made to communicate by fax and through e-mail in order to clarify
issues. A number of additional requests were made by the Thai planners that were not
clear or impossible to take into consideration because of the limitation of time.
The Israeli team requested that each group comprise no more then 30 students because
of the active participatory methodology used by them to conduct the workshops. The
workshops would be translated into the Thai language. Upon their arrival in Thailand,
the Israelis together with the Thai planning team finalized the arrangement of the
workshop. They were surprised to hear that despite their repeated requests there
would be close to 70 participants in each workshop.
6
6
The participantsThe participants were graduate students, teachers, supervisors, managers, directors/
principals of private schools, assistant professors and heads of departments of
kindergarten education in teacher training colleges and universities. In many cases the
managers/ directors/principals came with one or two of their teachers. Altogether 119
participants registered for the workshop. 17 participated in all 3 workshops; 10
participated in the first two; and 17 in the last two.
The participants were very motivated to learn and enjoyed the professional small group
discussion in the Thai language. There was less active participation in the large group.
This was due perhaps to their cultural norms and the lack of confidence most of the
participant displayed in their knowledge about the topic being taught.
Objectives:
Workshop I - The Whole Language Approach: Introduction
Upon completion of the workshops the participants:
will have understood some of the principles governing the
"Whole Language Approach".
will have examined various ways of creating a literacy environment
in the kindergarten.
Workshop II - The Whole Language Approach: Step 2
Upon completion of the workshops the participants:
will have some practical ways of implementing "Whole Language"
in their classrooms.
will gain deeper understanding in the Whole Language Approach.
7
7
Workshop 111 - a) The Whole Language Approach: Step 3
Upon completion of the workshops the participants:
will have more practical ways of implementing "Whole Language"
in their classrooms.
will have gained more confidence in implementing the Whole Language Approach.
Workshop III - b) Training of trainers
will be able to understand the principles of training for "Whole Language".
will be able to plan a program of training.
will have some basic tools and methods as a foundation for increasing their
knowledge about training in the future.
Implementation of the Program
First Workshop: The Whole Language Approach: Introduction
The first workshop was implemented more or less as planned although not all the
topics could be covered. The fact that all the sessions had to be translated and that the
group was so large slowed down the tempo. After a short and modest opening
ceremony conducted by Kunying Anong, President of TIFF, the workshop began with
a getting acquatinted session. It was important to create a conducive atmosphere
because of the size of the group. The participants were requested to walk around and
greet one another. They played warm-up games and talked in small groups. Although
many of the participants were teachers, the group was nevertheless heterogeneous
with different professional and educational levels. An exercise was done in order to
define reading and literacy and provide a base line for further study.
The participants in small groups created a developmental profile for children 3-6 .years
old. It appeared that the participants were not cognizant of the importance of having to
take into account the children's developmental level when planning an activity. The
participants worked in small groups, pooling their knowledge and experience. A
discussion ensued on the tremendous developmental strides the child takes in these
8
years, provided that the environment is enriching and that the adult acts as an
understanding and accepting mediator.
One of the central topics that was discussed was the importance of examining one's
educational philosophy, as this is the basis for determining the type of education one
would provide for the children in one's care. Relating to the developmental profile, the
participants came up with a list of the ways in which children learn. The stage was then
set for an examination of writing and reading.
An exercise was done on reading as opposed to decoding. An agreement was reached
that in order to read, one must understand; that one reads in order to understand the
writer's intention and that the writer writes to transmit his message to the reader. The
developmental stages of writing were presented.
In the closing summary of the day, an integration was made between all the topics that
had been discussed during the day and the importance of teaching children to read and
to write in a developmentally appropriate manner. It was hoped that exposing children
to relevant print in a warm and accepting atmosphere would encourage an interest in
and a love for reading.
An exercise on creating a literacy environment was carried out by the participants in
small groups after visiting various shops and enterprises in the community.
They then returned and each group created an activity corner using the experience they
had gained in the field, applying and developing ideas for literacy that they had learned
the previous days. Some of the topics were a hairdresser, a restaurant, a book shop and
a dressmaker.
The classroom was transformed into a literacy environment, with displays of many
types of texts - newspapers, fashion magazines and dress patterns, advertisements,
menus, greeting cards, etc.
9
9
On the last day the group divided itself into two. One group worked on introducing
change into the kindergarten taking in consideration all the different factors influencing
change and the possible objection to it. The second group discussed ways and means
of setting up a library. Since books are so expensive, the group was asked to write
books containing stories, poems, songs or riddles. Some very beautiful books were
produced. They were presented to the group, analyzed and discussed.
Anintita Posakrisna gave a lecture on the implementation of the Whole Language
Approach in her school reporting on their successes and problems. An exhibition of
children's work was displayed and evoked much interest.
During the four days, the lecturers spoke about the importance of forming a support
group for the teachers while they are going through the process of change. It seemed
that one was beginning to be established within the group of participants.
Second workshop: The Whole Language Approach - Step II.
This workshop was meant for persons who had undergone some prior training and
wanted to increase their knowledge. An exercise on participants' expectation was
done on the basis of which a new program was created to fit their needs.
Some of the participants of this workshop had also taken part in the first workshop and
some were new. A number of the exercises were repeated in different forms such as the
exercise on reading and literacy and the philosophy of education. In order to discuss
the educational environment the group was divided into two. They visited two
kindergartens in Bangkok practicing the Whole Language Approach. A discussion and
analysis was made of the observations.
The next theme was developing a topic for a literacy curriculum. It was a new and
exciting experience for the participants to create knowledge in small groups and they
were very happy with all the rich content that came out of their work in the discussions
and sharing.
10
Emphasis was placed on the role of the dramatic play in developing language and
literacy. Taking the topic of inequality between men and women in society the
participants in small groups created and acted out plays which were extremely
revealing about their culture and problems. The participants enjoyed this exercise very
much and the workshop ended in high spirits. In the closing ceremony His Excellency
the ambassador Mr. Moti Levy distributed the certificates and gave a short talk about
the desire for continued cooperation between the TIFF and the MCTC.
Third Workshop: The Whole Language Approach - Step DI
Training of Trainers
The workshop was planned to have been on Training of Trainers. At the beginring of
the workshop the participants were asked to express their expectations of the
workshop. It transpired that most of them wanted to get more in-depth information
about the Whole Language Approach. It was therefore decided that the group would
be split into two. The majority pursued their studies on the Whole Language
Approach while the rest studied about Training of Trainers.
The Whole Language group went into depth about building the educational
environment. They examined the objectives of the different play areas, drew a floor
plan of a kindergarten and wrote a daily schedule. This was in line with the philosophy
of education that they had studied during the first two workshops. It was in fact an
integration of everything that had been presented. Another exercise was the use of
newspapers and advertisements in the kindergarten in order to stimulate literacy and
critical thinking.
During the last session of the last day, everyone had a lot of fun playing didactic games
and copying them. One of the participants also brought some of her teacher-made
games from her kindergarten.
I1
11
The group that chose to deal with the subject of Training of Trainers was composed
of teacher trainers from various colleges, lecturers in the universities and school
directors. They were requested to observe the work sessions of the other group as a
model and draw conclusions regarding the complexity of training. They learned the
principles of 'facilitation' and they were given a chance to practice their skills on the
different groups using the topic of newspapers and advertisements. Later on they
analyzed their difficulties and problems. They were given the model of Thomas
Gordon's "Parent Effectiveness Training" as a tool to be used in solving training
problems.
During the three different workshops emphasis was placed on the role of singing songs
in creating a literacy environment and having fun.
Mr. Jackie Avrahami of the Israel Embassy distributed the certificates at the short final
ceremony.
Evaluation by the Participants
In their written evaluations, the participants said that they had enjoyed the workshops
very much, especially the participatory methodology used. They had found the
workshops to be very beneficial and suggested that they should have been longer.
They asked for follow-up workshops from TIFF and MCTC.
Most of the participants said that they got more then they had expected. School
owners, teacher trainers and the teachers alike, remarked that everything had been
clear and easy to follow.
Among the comments by the participants:
- "Thank you for so much innovation, knowledge and the good atmosphere that was
created".
- "We enjoyed working in small groups and sharing our knowledge. This was new for
us."
12
Accommodations
The Israeli lecturer stayed at the hotel where the workshops were being conducted. It
was very satisfactory.
Social Activities
Members of the TIFF Committee and graduates of the study tours in Israel entertained
the Israeli lecturers and cared for all their needs. They were extremely hospitable and
generous of their time. The lecturers participated in the Buddhist ceremony conducted
after the death of the father of Anintita Posakrisna, a member of the TIFF Committee.
Special Activities
The lecturers visited two different kindergartens of MCTC graduates in order to
understand the educational situation in early childhood in Bangkok.
They met with Dr. Uthai Dulyakasem who was a director of the Sodsri Foundation at
the Council of National Education with whom the TIFF would like to collaborate in a
research project.
The lecturers gave two sessions of consultation to the leading figures in early
childhood education who had formed a committee to spread the ideas of the Whole
Language Approach.The lecturers also met with Mr. Sheldon Schaeffer, UNICEF
Regional Director of Early Childhood Education.
A very beautiful exhibition of pictures of the Holy Land was organized in the Hilton
Hotel by the Israeli embassy and M.L. Anong Nilubol. Many people attended it
including the participants of the courses.
3
13
Comments by the Israeli Consultants
There were more than 70 people in the group. It is impossible to conduct
educational workshops according to the Whole Language philosophy with such a
large number of participants.
The division into three consecutive workshops was not good. It created an
unwieldy mixture of people with different backgrounds. Some experienced a
continuous process and others did not. It put too much pressure on the planning of
the workshops which aimed at satisfying everyone.
Mixing up different target groups such as trainers, teachers, school directors and
university and teacher training college lecturers could not cater to the needs of
each group.
The need to translate, even though known in advance, made communication devoid
of fluency. The Israeli team feels that it is better to work with a group of people
who are fluent in English and that this group would then disseminate the
knowledge to the wider population.
The workshop methodology is planned to be a model for working with children in
small groups where the children are actively involved in each experience.It is
impossible to develop personal contact between the teachers and the students and
amongst the students themselves in such a large group. It was impossible for all
the students to participate actively.
This group was comprised mainly of educators from the private sectors. The Israeli
teams feels that it is of utmost importance to reach the governmental and municipal
early childhood frameworks especially in the rural areas.
It would be very important that a professional support group be formed in
Thailand, in order to run workshops and counsel groups of teachers, who need to
have more in-depth knowledge about the Whole Language Approach. In our
opinion, TIFF cannot undertake this task on its own.
14
EDUCATION FOR LIFE
WORKSHOPS ON WHOLE LANGUAGE APPROACH
MS. Janette HirschmannMS. Haggith Gor Ziv
27 th. JANUARY - 14 th. FEBRUARY, 1997
by
THAI - ISRAEL FRIENDSHIP FOUNDATIONUnder The Royal Patronage of H.R.H. Princess Mahachakri Sirindhorn
THE EMBASSY OF ISRAEL IN THAILAND
and
THE GOLDA MEIR MOUNT CARMELINTERANTIONAL TRAINING CENTER
y 5
We are sincereing appreciated theKindness of these special teams
onWorkshop on Whole language Approach
27 th Jan. - 14 th Feb., 1997
**************************
TRANSLATOR TEAM
Prof. Dr.Aree Sanhachawee Bangna Laboratory SchoolAsst Prof. Dr. Boosbong Tanyiwang Chulalangkorn University
Dr. Nophanet Dhamaborvorn Raj abhat Institute Suandusit
ACADEMICS TEAM
Assit Prof. Dr.Boosbong TantiwongDr.Oranuch LimtasiriM.L.Pagamal Kasemsri
16
Chulalangkorn UniversityRamkhamhaeng UniversityThai-Israel FriendshipFoundation
THAI VERSION DOCUMENT TEAM
MS. Walairujee WichienthaweeMS. Pattama Nakason
MS. Nareumon Neamhon
MS. Stitara Yotapun
Mr. Chalermchai Panlert
Dr. Juraiporn KlaijamlaengMS. Puongpet SupavanitMS. Nuntalee RatanayongMS. Sudawan Nopvisuttisakul
Somboonwittayanukul SchoolGraduate Student, ChulalangkornUniversityGraduate Student, ChulalangkornUniversity
Graduate Student, ChulalangkornUniversityGraduate Student, ChulalangkornUniversityYuwapat FoundationYuwapat FoundationYuwapat FoundationYuwapat Foundation
VIDEO TAPE RECORDERS
MS. Parichart Chanpen
Mr. Anusorn Tirasilp
Kasetsart University LaboratorySchool Kampeangsean CampusKasetsart University LaboratorySchool Kampeangsean Campus
17
THAI-ISRAEL FRIENDSHIP FOUNDATION
Under The Royal Patronage of H.R.H. Princess Mahachakri Sirindhorn
Office : 8 Sukhumvit 27, Bangkok 10110 Tel : 258-2587, 259-0350-1 Fax. 661-6118
STAFF TEAM OF THE TIFF
Khunying M.L. Anong NilubolMS. Chaweewan CheungchareonMS. Songsiri SuwanasornMS. Ankana NualchaweeMS. Saowari BoonnagM.L. Pagamal KasemsriMS. Anintita PosakrisnaMS. Parichart ChanpanMS. Walairujee WichienthaweeMS. Charinthorn HomchanMS. Sakulrat KrodkaewMS. Surang KamnungnetMS. Ratsameeduan Yammitpunt
,
18
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