Content area
Abstract
The purpose of this case study was to describe how a teacher builds a sense of community within the context of a whole language classroom. The teacher's perceptions of how to facilitate a sense of community in a child-centered whole language classroom was an important component of the research. The focus of the study includes an overview of the research of whole language, learning tracks, and collaborative models of instructional delivery.
The study utilized purposeful sampling. Four whole language classroom teachers and their students were the participants in the study. A series of observations, as well as semistructured interviews were the primary source of data collection.
Teacher and student communications and interactions were noted as critical incidents, unitized, and subsequently coded into descriptive meaningful categories and themes as data analysis developed. A descriptive narrative text that communicated the participants' constructed realities and provided a holistic picture of community-building was the final result.
Two critical attributes of building community described were (a) providing a well structured environment that invites greater student participation and involvement and less teacher directed "control", and (b) providing extensive opportunities for student and whole group participation in decision-making, problem-solving, collaborative planning, and building consensus. Four themes that emerged from the data analysis were climate, affirming actions, events, and artifacts.
This study has significance for practitioners, administrators, and the research community. This research provides a descriptive model of the behaviors and thought processes of whole language teachers as they facilitate a sense of community in the classroom. The teachers' perceptions as well as the students' interactions contribute further insight to the understanding of the concept "community of learners" and its value as an effective learning environment for all students.
