| In the seventies of the twentieth century, the whole language approach emerged as a teachers' grassroot movement in the western countries. In 1996, the Education Department also advocated this approach in the "Guide to the Pre-primary Curriculum". However, while there is a lack of in-depth research conducted by Chinese scholars in this area, the research findings of the western scholars indicate that teachers find it difficult to change their beliefs during the implementation of this innovation as they have to face constraints at personal, institutional as well as societal levels.;Since whole language is a set of child-centered beliefs about how to learn, the roles of teachers and students as well as the language curriculum, the success of its implementation depends on the compatibility of the teachers' beliefs and the whole language principles. This study, based on the theories of teachers' beliefs, therefore aimed at exploring the characteristics of the pre-primary teachers' beliefs. Four teachers beginning to implement whole language, two from a kindergarten and two from a nursery, were chosen as case studies in this study. Qualitative research methods including field observation, interviews and document analysis were adopted to inquire into teachers' teaching practices, from which their main beliefs were elicited. Their beliefs were compared with the whole language principles.;The study revealed that the four pre-primary teachers' beliefs had four common characteristics, namely, placing an emphasis on children's interest and experiences, seeing interaction among teachers and students as important, integrated language experiences is also seen as important, and teachers have an important role in classroom management. In comparison with the beliefs of primary and secondary teachers, their beliefs were more inclined to the child-centred beliefs of whole language.;The study also revealed that there were four differences between their beliefs and the whole language principles, probably a reflection of the differences between western and Chinese culture. Teachers tended not to agree with the whole language principles of "children are active learners", "the teachers should encourage interaction among teachers and students for the personal development of the individual student", "the teachers should set up a democratic classroom", and "the teaching of language should be from whole to part". (Abstract shortened by UMI.). |
