The present study aims to explore some suggestions for the reconstruction of reading activities in the elementary English textbooks using language experience approach (LEA) and whole language approach (WLA) and to investigate pre-service elementary teachers’ perceptions of the textbook reconstruction using LEA and WLA. For the purposes of the study, possible application of applying LEA and WLA to reconstruction of the textbook reading activities was discussed concerning the reading skill achievement criteria specified in the national elementary school English curriculum. Next, methods and procedures for the reconstruction of reading activities presented in the fourth- and fifth-grade English textbooks were suggested in details with sample lesson plans. Third, the findings from the analysis of pre-service elementary teachers’ discussions about the textbook reconstruction using both approaches were presented. Based on the findings, it was proposed that pre-service elementary teachers perceive LEA and WLA as possible positive solutions for the reconstruction of decontextualized reading activities in the textbooks by contextualizing reading materials to satisfy the achievement criteria and methodology specified in the national English curriculum.

elementary school English textbook, reading activity, whole language approach, language experience approach