Yolanda Ramirez Doctoral Candidate Texas Tech UniversityTotal Physical Response: A Popular Way to Teach A Second Language Theoretical Basis for TPR Concept of “learning through the physical.” Students became physically active in the learning process. Cognitive psychologists believe that Children learn by doing. Children must be actively involved in order for cognition to occur. Basis of Total Physical Response In TPR, students follow a set of structured commands and at first, they may respond physically without responding orally. This takes into account concepts in language acquisition you learned about in Krashen’s Model, such as the silent period and the affective filter. Implementing TPR Students act out the commands with their bodies, while their minds are processing the language structures. Students do not have to respond orally at first. As the students progress, they are expected to practice the commands, becoming “the teacher.” The method starts with listening and moves to speaking, then reading and writing. Advantages of TPR It is a good method for the pre-production stage when students are generally silent. Natural language is used Good way to introduce new concepts. Gradually advances in complexity Listening comprehension is mastered There is a high involvement level. . Let’s try it… .Disadvantages of TPR There is little information on how to structure the lessons. It may be limited in usefulness. even with students who are literate in their native languages. Reading and Writing are delayed. once the student has advanced beyond the beginning stages. although teachers compensate for this. Groups Make up a short list of commands for a concept being taught Grades PK – 2nd Directions for cafeteria etiquette (EC-K) How to walk in school hallways (EC-1) Class rule on listening when the teacher is speaking (EC-2) Field trip etiquette (EC-4) Class rule on morning routine (i. take out your homework.e. etc) EC-4 How could your lesson be structured for 4th grade also? Present your lesson . put away your backpack. The Natural Approach to Teaching a Second Language . . using real objects and pictures.A Modern Version of the Direct Approach The term “natural approach” was coined by Krashen and Terrell and developed as an approach to second language acquisition It is based on several theoretical principles which are put into action in modern classrooms The natural approach is a based on what we know from research about second language acquisition. Based on the idea of creating a low affective filter.Premises of the Natural Approach Based on the need to develop “real” communication skills or communicative competence. which means one can understand more than he/she can produce (or speak) initially. which must be recognized as the child is initially exposed to the language. Based on the idea that language develops in stages. beginning with a silent period. . Based on the idea of Comprehension preceding production. where the child’s anxiety level is lowered. using a variety of real life stimuli and relevant. . motivating topics. It is a broad based approach. which encompasses many different strategies and techniques. The idea is to develop language in its most natural state like one would in a home environment.An Integration of Approaches The natural approach includes concepts from many approaches. During this period. a “silent period” is recognized. students do not The Silent Period have to speak. They are developing listening comprehension The silent period usually lasts for the initial 45-90 hours of instruction. . During this period songs. In the initial stages of acquiring a second language. This is considered part of the beginning stage. TPR and other listening activities may be used. simple stories. Listening comprehension is still developing. Activities that allow for such responses are developed by the teacher. the student begins to respond in one or two word utterances. jazz chants. songs and simple drills are used during this stage. . the student begins to respond in longer utterances. Toward the end of this stage. Often games. poems.The Early Production Stage During the early production stages. The student is still considered to be in the beginning stage of second language development. critical. for second language Activities that encourage development at this development of speech are stage. such as involving students in talking about Activities focus more their families. their on speaking at this clothing or other stage. meaningful topics. meaningful phrases and Situational dialogs or short sentences in the role playing are good language. .The Speech Emergence Stage The student is now moving TPR is often used to into an intermediate stage introduce new topics. of language development. while audiolingual At this stage the student drills may be used as begins to really produce reinforcement. The Intermediate Stage During this stage the student is considered an intermediate speaker which means activities are used to develop the child’s ability to: Carry on a sustained dialog Give and understand directions Comprehend interpersonal communication Use the second language to take care of one’s basic needs . The activities should include reading and writing in the second language. academic vocabulary should now be developed.Full Fluency Full fluency indicates that the student is able to communicate fully in the second language The student is ready for academic instruction in the second language. Advanced. . drama. Young children.The Natural Approach With Young Children The natural approach when used with very young children may have an almost exclusively oral language development focus. if in bilingual education. would be encouraged to develop academic vocabulary in English related to academic concepts they are learning in their native language.puppets. Lots of props. songs and games may be used to increase motivation for participation . The Natural Approach With Older Literate Students The same kinds of oral language activities are used with older students. Material with good pictures is most helpful. reading comprehension may be developed as a natural companion to listening comprehension. it is often helpful to provide instructional concepts in a written form.” hear and use it. Students can read and study the material independently Students may retain information better if they “see. When older students are literate in their native languages. . Often. but the English response is modeled after the child responds in the native language. Students are not forced to speak before they are ready to try the language Native language responses are accepted. Little direct error correction: Correct structures are modeled and special lessons can be designed to address problems students have. . simple affirmative sentences at first.Basic Implementation of the Natural Approach Simplification of Teacher’s speech: Direct commands. pick up the can-opener.” and “David. an ironing board.” . Next. a television. such as “Maria. a can-opener. involving the students following commands. point to the iron. 2. The teacher shows eight household appliances. including a mixer.A Sample Lesson Using the Natural Approach Introduction: 1. a toaster and a coffee pot and says the name of each item. a radio. a TPR activity is used. an iron. such as “I am ironing the pants. show me the toaster. Students who wish to may lead the group in a “Simon says” activity. 3. using phrases like: “Simon says iron the pants. 4.” Students act out activities with the real objects.” “I am toasting the bread. but I want the toaster.A Sample Lesson Using the Natural Approach 1. 2. where the teacher instructs children to say phrases like: I have the iron.” Other students follow the directions. . Procedures: Each student is given a full set of picture cards of appliances and the teacher models phrases like: “Everyone show me the iron.” Each student is given an appliance and a game is played using an audio-lingual chaining drill.” “Lee. A Sample Lesson Using the Natural Approach 1. the teacher calls students individually to test them over the vocabulary and phrases that have been taught. Review and Reinforcement Using a short song about the appliances. Evaluation: While students are creating their picture cards. students listen to the song twice and then sing it as a group. Each student is given a sheet of paper with pictures of the appliances. . which they may color and cut out to create their own picture cards to review with peers and at home. 2. Students are encouraged to dress-up. . act-out. natural state. Academic language is developed naturally as the student’s language level develops. Language is developed around the needs of the students. sing. in a logical fashion. beginning with survival skills and moving to common topics. mimic and talk naturally.Some Final Thoughts on the Natural Approach The natural approach allows the teacher to be creative and to develop language in its most basic. This is a____). One-word (usually nouns) answer to questions (i.e.e. The_____is orange). Chaining drill (i. How could you use this for grades 4th – 8th? .Groups Use the books to create a short lesson on the “Natural Approach” Rationale – how is your short lesson “natural”? Yes/no ---example: Is the object (under/over) etc. Part of the Whole Language Movement . The idea is that students can write by dictating to the teacher what they already know and can say so that their first reading materials come from their own experiences and language. .Language Experience Approach It was introduced as a viable method to teach second language learners. This may be done in the same way for group stories.How Language Experience is used: It begins with the students’ own experiences (such as a field trip. giving him time to make any changes. movie. . The teacher writes down exactly as the student tells his “story” (including errors). picture etc) The experience is discussed with the teacher or another student. story. flip chart or transparency. then… The story is dictated to the teacher individually. where the teacher writes the dictated story on the board. The teacher reads each sentence to the students. .Advantages to Language Experience Approach Text is appropriate both cognitively and linguistically since it comes from the students themselves. Instruction in the skills the student needs can be individualized or in small groups depending on their needs. The teacher is considered the facilitator instead of the editor. It reflects the culture of the students. they are validated… This helps enhance their self-concept and foster independence. Because the students’ own ideas are used. Teacher is seen too much as a transcriber instead of a facilitator. Some consider this “reinforcing errors”. students may be mistaken that writing is recorded speech.Limitations of Language Experience Approach Having to write the student’s errors during dictation. . Through dictation. Explicitly presenting key words. To heighten motivation for reading. To gain cultural knowledge for comprehension of what the author is saying. .2) Using prediction strategies and anticipation guides.Literature-Based Units There are 3 basic components: Pre-reading To help the student relate the text to prior knowledge. Using devices for graphically representing ideas. (figure 12. Pre-Reading Activities Asking specific and open-ended discussion questions. Literature-Based Units… Post-Reading Grouping for discussions and short-term projects. Mature adolescents and adults do well in choosing their own groups. How you group them will make the difference on how well they learn. . where. Those that are for information.Using Questioning Effectively Two basic types of questions: Knowledge-Based The ones that begin with who. Reflective and Inferential Require more thought and promote expressions of opinions and feelings. Best used in small group activities. and how. . when. . working out the idea on paper. A writing workshop should start with the writing idea.The Writing Workshop Approach Writing should not be an isolated activity. expanding and developing aspects of the idea. making it more coherent. Writing workshops should be part of the total curriculum and should be related to what the students are doing in the classroom. polishing (editing) and sharing with an audience. writing a draft. proceed to gathering information. . Research shows that students who have knowledge of text structure comprehend and recall more of they read. approach should be used to begin a lesson. work closer with the teacher. and yield higher-order thinking skills. headings. Such as text construction: introductory elements. Test structure schema and conventional devices. conclusions. Group-generated work would allow students to help each other. E. the L.Academic Reading and Writing Since academics should be started right away in an ESL class. etc. An ESL class starts with gaining knowledge and experience (guided experience) which includes: 1. idea mapping.Academic Reading & Writing 2. Synthesizing information from a wide range of reading materials in a single area of study. highlighting. outlining. . and increase to more complex and longer readings so that the students will have a background for related assignments. using the dictionary. identifying key ideas and using context for meaning. 3. Reading strategies: underlining. Cognitive and metacognitive strategies for reading and writing as it relates the academic content being studied. Begin with short readings. where. field trips (that go along with your theme). or any other experience you want to include… Invent a short LEA lesson that includes: A reading strategy (a book walk.Groups Using literature. discussions etc) A writing strategy (journals. webs. how and why) Present your ideas! . when. writing workshop) A questioning strategy (who. For Second Language Learners at an intermediate level or above in English . literature. health and social studies.What is sheltered English? Applying concepts of second language acquisition to instruction in the content areas. such as math. Selecting the best ESL methods for SLL’s Teaching reading & study skills to SLL’s Focusing on academic vocabulary development Using a variety of good teaching techniques Using cooperative learning for SLL’s students An overall program of success for students . science. structured style of instruction . However.Who is sheltered English for? This approach is not ideal for beginners since they still need instruction in their native languages. SLL’s who have a strong foundation in their native language(s). Possibly for other groups of students who respond to a highly visual. sheltered English may be the best option. in the absence of other programs. How is sheltered English different than regular instruction? Sheltered Instruction uses more visuals Sheltered Instruction focuses on academic vocabulary Sheltered Instruction emphasizes the development of language related to the subject matter. while regular instruction focuses mainly on the subject matter . 19 = Do not leave out any academic vocabulary words.Activity for CALPS With your group.. Identify and list the academic vocabulary needed to solve the following Math problem: 32 .. . . Visuals and/or modeling are used to illustrate the recipe and it can be displayed on the wall for a reference point for students. you should list all of the necessary steps to solve a problem and illustrate them.Creating a Solution Recipe To create a solution recipe. Another use for solution recipes is for students to keep a “math journal” of recipes to use as a reference. Indicators that a Student Needs Sheltered Instruction Try testing him/her on academic vocabulary related to the subject you are teaching. Does he/she know the vocabulary? Look at test of language development that goes through the CALPS level. How does the student score on such tests? Do you notice a syntactic difference in the child’s speech? (Is the word order ever reversed?) Does the child seek help or reinforcement from peers and from the teacher more often? . How does the teacher begin to plan for sheltering instruction? Preplan by reviewing the course textbook. TAKS tests results and other data Determine the Crucial concepts Gather support materials. TEKS. especially visuals Identify the critical vocabulary Create word banks for the lesson(s) Decide which information is new and which information is review . Gather Media for the Lesson Materials for Vocabulary Development Games Activities Manipulatives Materials for instruction. such as Visuals Posters Films Videos Maps Globes Science Equipment Models and Kits . This is needed in order to give ESL students context for the instruction and to develop vocabulary. We need to be concerned with “comprehensible input” when working with LEP students. models. graphs and etc. . pictures. charts. hands on materials.” So why junk? You needs lots of visuals.Making Instruction Understandable What you need to be a good ESL teacher is a lot of “junk. declarative sentences Repeat often– reword things in a different way Use selected.Suggestions for Making Instruction Comprehensible Control your pronunciation Speak at a slower rate (not louder) Speak in simple affirmative. controlled vocabulary Avoid complex. and or passive voice sentences Try not to use colloquialisms or idiomatic expressions . embedded. the emphasis is taken off of the anxiety felt about learning a second language. which is said to go up as the child’s comfort level is reduced.Lower the Affective Filter The affective filter is a theoretical device. (Krashen) . When the filter is lowered. Teacher should strive for a low affective filter for LEP students. the instruction becomes more comprehensible. The Teacher can use a variety of materials to enhance instruction. One does not have to “water down” the curriculum. .What kinds of things lower the affective filter and make language more comprehensible? When the teacher adjusts his/her level of language during instruction. The materials and way of teaching is what has to change to shelter instruction. Use of Visual Materials Use pictures & Charts Diagrams Props and real objects Graphs Overlays Manipulatives Computer Applications . Ensuring Learning for SLL’s Check frequently for understanding Expand on child’s background knowledge Use repetition Use lots of vocabulary development Work in buddies or groups Interact more with SLL’s Instead of just lecture or reading. try charts and other visuals . Teaching a Sheltered Lesson Start with a visual overview of the lesson Always begin with something visual Spend at least 10-15 minutes developing critical vocabulary after the overview Present the lesson using the key vocabulary words and plan for seven different ways to present the lesson Clarify the lesson with visuals . ) Merge the vocabulary development with the overview and develop the critical concepts Use lots of group processing of information Give independent work closely related to lesson Use lots of cognates Evaluate students frequently Reteach when needed Teach diagnostic.Teaching the Sheltered Lesson (Con’t. instructional and review lessons. depending on the needs of the students . developing skills in the language and concepts needed for mastery of the material The Review Lesson A shorter lesson designed to review material that has been previously presented. .Three Types of Sheltered Lessons The diagnostic lesson Helps the teacher assess what the student knows about the new material Is usually a shorter lesson The Instructional Lesson A longer lesson. evaluation and/or debriefing . solution recipe. often in groups 10 minutes—Independent practice. 15 minutes—Explanation and lesson content presentation with visuals 10 minutes—Guided practice.E. 5 minutes—Visual Overview 15 minutes—Vocabulary Development 5 minutes—Advanced Organizer.Sample Lesson Sequence for S. etc. overview of characters. Sheltered English Offers Best use of teacher resources for SLL’s A bridge between all English Instruction and Bilingual Classrooms Assistance for students in content area classrooms who cannot be served in other Bilingual or ESL programs .