So the school that I was hired into uses TPRS to teach the foreign languages. Although I have heard about this technique and have wanted to learn how to use it, I do not know a whole lot about it. I knew that you used stories to teach the target language (TL) and that you spoke in the TL as much as possible. Other than that I was not sure on how to use it or how to teach with this technique. So this week I have been doing some research. Here is what I have found out:
There are 3 phases to the TPRS teaching technique
Phase 1 - Introducing the target words and ESTABLISH MEANING!
- This is where you use signals and pictures and props to make sure students understand the words you are introducing. I am excited about this part because it mirrors my own way of teaching the TL. I love props and signals linked with new vocab!
Phase 2 - STORYTELLING
- Now this phase is new to me. You must use the students in your class to act out a story that uses the vocab you just established with the students. You guide them and coach them through to act out the story as you are telling it. This seems hard to me but I am excited to see it work and how students react to this. As a student myself I hated being in front of the class doing goofy things, so I can see that this part will have to be planned well so as not to bring up a student that will not benefit from being an "actor"
Phase 3- READING
- Of course this part seems the hardest as I was not taught with this technique. We read very small passages and exercises from the book, but we never read full out stories. I didn't get to this level of TL use until I was in college. Of course it excites me to think that young students can use the language so quickly and apply their understanding of the TL to read a passage and create their own!
Some questions I have about this technique include:
1. How long does the teacher "establish meaning"?
- This seems to take up a lot of time and I am not sure I understand how to transition from one phase to the next.
2. Is there room for games and other activities so that students may use and practice the target vocabulary?
3. Is there a textbook I am following?
4. How do you help students to transition into using all TL in the classroom in the beginning levels?
I am still enjoying my research into TPRS and I can't wait for my instruction on how to use it in the classroom. At the same time I have some fears that some of my favorite activities and my creativity might get lost in the TPRS technique. CAN'T WAIT TO GET INTO MY CLASSROOM AND GET MY HANDS ON MY MATERIALS SO I CAN START PLANNING!
