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!
just keep in mind that TPRS is a method. Comprehensible input is the language acquisition theory it supports. SO, as long as your activities use CI, then I would use them.
ReplyDeleteTPRS is focused on INPUT (listening and reading) and less on OUTPUT (speaking and writing). Speaking does NOT make them better speakers...listening does. Writing more doesn't make them better writers, reading does.
I suggest you read Krashen's input hypothesis. This will help you get a grip on WHY TPRS is an effective method of language acquisition.
Caution: I have ll but cut out games in my classes. Think about it this way, games only allow the students who know the information feel smart / superior and the others will feel like crap.
Ok now your questions.
Delete1. Establishing meaning should be short. No more than 5 minutes. Your targeted structures should be no more than 3-5. Establishing meaning can be done in many ways. Just tell them what they mean and keep them on the board and point at them when you use them. b. come up with a gesture for each of the TS and practice. etc. But keep it short. The acquisition does not come in a vacuum but rather from compelling personalized input.
The easiest way to transition from step 1 to step 2 is the ask the personalized questions about themselves using the targeted structures. If one of the answers sparks interest, ask a story.
2. I already addressed this one above.
3. No textbook is necessary but if one is required, then you can determine your TS from the chapters. Check with your dept head about that.
4. Start out in the TL and model this to your students. There are others who have systems for using L1 in the CR so you can check that out as you wish.
I would suggest that you join moretprs on yahoo. It is a discussion board for newbies as well as experienced teachers who use CI i.e. TPRS. Ask a question and it will get answered. When I started teaching with TPRS 8 years ago, it was a God send. It will be for you as well.
I also suggest Ben Slavic's TPRS in a Year! manual. It will help with the steps of this method. Also Ben's PQA in a Wink! is also great for understanding how personalization works in the classroom.
Good luck and I love the new syllabus. I will be revamping mine soon!