Contents contributed and discussions participated by Andrew Graff

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Language Impact--Enabling effective language learning through strategic methods, materi... - 5 views

www.languageimpact.com/...500words.htm

methods technology language learning TPR TPRS TPR+wordlist languageimpact

shared by Andrew Graff on 16 Jul 11 - Cached

TPR-Total Physical Response Lesson Plans and Study - 6 views

mset.rst2.edu/...31tpr.htm

tpr TotalPhysicalResponse CIinstruction CImethods comprehensibleinput comprehensible input TPRS

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Andrew Graff on 16 Jul 11

Lessons plans, academic study about TPR, total physical response, and in extension on comprehensible-input-based methods in general.

<div class="cArrow"> </div><div class="cContentInner">Lessons plans, academic study about TPR, total physical response, and in extension on comprehensible-input-based methods in general.</div>

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TPR Foreign Language Instruction and Dyslexia - 2 views

www.dyslexia.com/...tprlanguage.htm

dyslexia foreign language TPR TPRS CIinstruction lessonplanning differentiation

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For language teachers, this accepted presumption of incapacity is a huge hurdle, because it keeps many children and adults from even dipping a toe into the language pool!
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TPR was and is a wonderful way to turn that presumption on its head and show the learner that, not only can we learn, but under the right circumstances, it's fun!
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When we are infants our exposure to language is virtually inseparable from physical activities. People talk to us while tickling us, feeding us, changing our diapers... We are immersed in a language we don't speak, in an environment that we explore with every part of our body. Our parents and caregivers literally walk and talk us through activities - for example, we learn lots of vocabulary while someone stands behind us at the bathroom sink, soaping our hands until they're slippery, holding them under warm water, rubbing or scrubbing, all the while talking about what we're doing and what it feels like. In this way, movement and feeling are intimately tied to the process of internalizing the language.
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Classes are active - you are not in your seat all period. The focus for the first weeks is on listening and moving in response to what the teacher says.
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There is heavy emphasis on listening comprehension, because the larger your listening comprehension vocabulary is, the larger your speaking vocabulary will become.
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Lots of language is learned in happy circumstances, especially while you're having fun.
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In a TPR class, grammar and syntax are not taught directly. Rather, the teacher designs activities that expose the student to language in context, especially in the context of some kind of movement.
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I'm asked with some regularity about appropriate foreign language instruction for students with a dyslexic learning or thinking style. I'm quick to recommend finding a school or program that includes - or even better - relies on TPR as its principal instructional strategy.
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Typically, the initial TPR lessons are commands involving the whole body - stand up, sit down, turn around, walk, stop.
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Fairly soon, the teacher quietly stops demonstrating, and the students realize that they somehow just know what to do in response to the words.
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You're also encouraged to trust your body, because sometimes it knows what to do before your brain does!
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As class proceeds, nouns, adverbs, prepositions are added until before you know it, students are performing commands like, 'Stand up, walk to the door, open it, stick your tongue out, close the door, turn around, hop to Jessica's desk, kiss your right knee four times, and lie down on Jessica's desk."
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It's just that the instruction is designed to facilitate language acquisition, not learning a language through analysis, memorization and application of rules.
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But consider your native language: you did not need to learn the grammar and syntax of your native language in order to learn to speak it. You learned those structures, unconsciously as you learned to speak.
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The first is that in a TPR classroom, the focus is not on analysis of linguistic structures, but on internalizing those structures for unconscious use.
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When we use TPR strategies to teach, our goal is truly to be able to understand, speak, read and write the language, not "about" the language.
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I think this creativity, the synthetic rather than analytic experience, the low stress, and generally accepting environment engineered by the teacher, are a large part of the reason so many students, including students with learning challenges, find TPR classes so effective and enjoyable.
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Within these real experiences, students are free to generate all kinds of expressions using the language they're studying, and to lead instruction in unique directions.
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