This is a post for traditionalists, CI enthusiasts and everyone in between. Let’s face it: grammar is the little engine that keeps most foreign language curricula moving down the tracks, and regardless of how we keep our locomotives running, mastery of grammar is a skill that influences our students’ ability to express themselves at the level of detail, accuracy and comprehensibility that they want.Read More »
I feel like I’ve spent all summer talking about methodology, instructional planning and curriculum development! That’s not a bad thing, though. I’ve been working Google to the bone, exploring all the ways other teachers and schools handle these broad issues. Oddly, in the midst of it all, I came across a LinkedIn article that really got me thinking. I’d cite the article here, but the title is a little less family friendly than I’d prefer. (And let’s be honest, that’s what caught my attention.) It had nothing to do with language pedagogy and everything to do with return on investment. What kept me reading?Read More »
One of the biggest challenges in teaching through TPR and TPRS is finding harmony between an existing curriculum and TPRS methodology. The few textbook sets that come with TPRS materials will bombard you with low-quality TPRS experiences, so you’re often left to do the work on your own. There’s a process to the madness, though, and once you get the hang of it, you can transform nearly any textbook unit or chapter into a series of TPR and TPRS lessons.Read More »
I’ve been reading Make It Stick: The Science of Successful Learning by Peter C. Brown, et al., and I’ve gotten far enough along to extract four fundamental factors in boosting memory: recall, interleaving, spacing and elaboration. In fact, I woke up this morning to find that my never-sleeping brain had organized those factors in a tidy little acronym: RISE. I could hardly resist the urge to head straight for the computer and put this epiphany in writing. After all, I now had the answer to every memory-related question and didn’t want to forget any of it.
Wait, what? How could I forget any of it? I had read and reflected. I had recalled.
I had an acronym.Read More »
For me, an extended reading is a crowning achievement in a TPRS unit. It’s a chance to bring together all the different words and structures students have learned, and it’s amazing how much reapplication you can get out of one extended reading. Best of all, it’s content that students have already mastered, so they get the reward of reading an extended passage with ease. Read More »
I really like the way grammar is handled in TPR. Pop-up grammar (PUG) questions are timely, relevant, contextual and flexible. They’re a great way to help students conceptualize grammar, and with a little creativity, they set a strong foundation for independent accuracy in usage.Read More »
A lot of what we do in a TPR classroom is non-traditional. I’ve seen and taught numerous TPR lessons that spent little or no time on activities that are now considered the “great traditions” of a foreign language curriculum, such as InfoGaps and situational conversations. And I’ve seen students achieve more than in courses where those textbook-perfect activities are commonplace.
The question that I hear is, “But what if I want to use these activities in my class? What if I’m required to use them as part of my curriculum or assessments?” Well, the good news is that you can incorporate all kinds of traditional activities as part of a TPR lesson. The better news is that the results are often impressive.Read More »