Yolanda Ramirez Doctoral Candidate Texas Tech University

Total 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 Krashens 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. Gradually advances in complexity Listening comprehension is mastered There is a high involvement level. Natural language is used Good way to introduce new concepts.

Disadvantages of TPR
There is little information on how to

structure the lessons, although teachers compensate for this. It may be limited in usefulness, once the student has advanced beyond the beginning stages. Reading and Writing are delayed, even with students who are literate in their native languages. Lets try it

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.e. put away your backpack, take

out your homework, etc) EC-4

How could your lesson be structured for 4th grade also? Present your lesson

The Natural Approach to Teaching a Second Language

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, using real objects and pictures.

Premises of the Natural Approach

Based on the need to develop real communication skills or communicative competence. Based on the idea that language develops in stages, beginning with a silent period, which must be recognized as the child is initially exposed to the language. Based on the idea of Comprehension preceding production, which means one can understand more than he/she can produce (or speak) initially. Based on the idea of creating a low affective filter, where the childs anxiety level is lowered.

An Integration of Approaches
The natural approach

includes concepts from many approaches. 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, using a variety of real life stimuli and relevant, motivating topics.

 In the initial stages of acquiring a second language, a silent period is recognized.

During this period, 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, simple stories, TPR and other listening activities may be used. This is considered part of the beginning stage.

The Early Production Stage

During the early production stages, the student

begins to respond in one or two word utterances. The student is still considered to be in the beginning stage of second language development. Activities that allow for such responses are developed by the teacher. Often games, jazz chants, poems, songs and simple drills are used during this stage. Listening comprehension is still developing. Toward the end of this stage, the student begins to respond in longer utterances.

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. meaningful phrases and Situational dialogs or short sentences in the role playing are good language. for second language Activities that encourage development at this development of speech are stage. critical, such as involving students in talking about Activities focus more their families, their on speaking at this clothing or other stage. meaningful topics.

The Intermediate Stage

During this stage the

student is considered an intermediate speaker which means activities are used to develop the childs ability to:
Carry on a sustained dialog Give and understand

directions Comprehend interpersonal communication Use the second language to take care of ones basic needs

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. The activities should include reading and writing in the second language. Advanced, academic vocabulary should now be developed.

The Natural Approach With Young Children

The natural approach when used with very young children may have an almost exclusively oral language development focus. Young children, if in bilingual education, would be encouraged to develop academic vocabulary in English related to academic concepts they are learning in their native language. Lots of props, drama,puppets, 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. When older students are literate in their native languages, it is often helpful to provide instructional concepts in a written form.
Students can read and study the material

independently Students may retain information better if they see, hear and use it. Often, reading comprehension may be developed as a natural companion to listening comprehension. Material with good pictures is most helpful.

Basic Implementation of the Natural Approach

Simplification of Teachers speech: Direct commands, simple affirmative sentences at first. Little direct error correction: Correct structures are modeled and special lessons can be designed to address problems students have. Students are not forced to speak before they are ready to try the language Native language responses are accepted, but the English response is modeled after the child responds in the native language.

A Sample Lesson Using the Natural Approach

Introduction: 1. The teacher shows eight household appliances, including a mixer, an iron, a can-opener, a radio, a television, an ironing board, a toaster and a coffee pot and says the name of each item. 2. Next, a TPR activity is used, involving the students following commands, such as Maria, pick up the can-opener, and David, point to the iron.

A Sample Lesson Using the Natural Approach

1.

2.
3.

4.

Procedures: Each student is given a full set of picture cards of appliances and the teacher models phrases like: Everyone show me the iron. Lee, show me the toaster. Students act out activities with the real objects, such as I am ironing the pants. I am toasting the bread. Each student is given an appliance and a game is played using an audio-lingual chaining drill, where the teacher instructs children to say phrases like: I have the iron, but I want the toaster. Students who wish to may lead the group in a Simon says activity, using phrases like: Simon says iron the pants. Other students follow the directions.

A Sample Lesson Using the Natural Approach

1.

Review and Reinforcement Using a short song about the appliances, students listen to the song twice and then sing it as a group. 2. 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. Evaluation: While students are creating their picture cards, the teacher calls students individually to test them over the vocabulary and phrases that have been taught.

Some Final Thoughts on the Natural Approach

The natural approach allows the teacher to be creative and to develop language in its most basic, natural state. Students are encouraged to dress-up, act-out, sing, mimic and talk naturally. Language is developed around the needs of the students, in a logical fashion, beginning with survival skills and moving to common topics. Academic language is developed naturally as the students language level develops.

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. One-word (usually nouns) answer to questions (i.e. This is a____). Chaining drill (i.e. The_____is orange).

How could you use this for grades 4th 8th?

Part of the Whole Language Movement

Language Experience Approach

It was introduced as a viable method to

teach second language learners. 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.

How Language Experience is used:

It begins with the students own experiences (such as a

field trip, movie, story, picture etc) The experience is discussed with the teacher or another student, then The story is dictated to the teacher individually. The teacher writes down exactly as the student tells his story (including errors). The teacher reads each sentence to the students, giving him time to make any changes. This may be done in the same way for group stories, where the teacher writes the dictated story on the board, flip chart or transparency.

Advantages to Language Experience Approach

Text is appropriate both cognitively and

linguistically since it comes from the students themselves. It reflects the culture of the students. Because the students own ideas are used, they are validated This helps enhance their self-concept and foster independence. 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.

Limitations of Language Experience Approach

Having to write the students

errors during dictation. Some consider this reinforcing errors. Through dictation, students may be mistaken that writing is recorded speech. Teacher is seen too much as a transcriber instead of a facilitator.

Literature-Based Units
There are 3 basic components: Pre-reading
To help the student relate the text to prior knowledge.
To heighten motivation for reading. To gain cultural knowledge for comprehension of what

the author is saying.

Pre-Reading Activities
Asking specific and open-ended discussion questions. Using devices for graphically representing ideas. Explicitly presenting key words. (figure 12.2) Using prediction strategies and anticipation guides.

Literature-Based Units
Post-Reading
Grouping for discussions

and short-term projects.

How you group them will make the difference on how well they learn.

Mature adolescents and adults do well in choosing their own groups.

Using Questioning Effectively

Two basic types of questions:
Knowledge-Based
The ones that begin with who, when, where, and how. Those that are for information.

Reflective and Inferential

Require more thought and promote expressions of

opinions and feelings. Best used in small group activities.

The Writing Workshop Approach

Writing should not be an isolated activity. Writing workshops should be part of the total curriculum and should be related to what the students are doing in the classroom. A writing workshop should start with the writing idea, proceed to gathering information, working out the idea on paper, expanding and developing aspects of the idea, writing a draft, making it more coherent, polishing (editing) and sharing with an audience.

Academic Reading and Writing

Since academics should be started right away in an ESL

class, the L. E. approach should be used to begin a lesson. Group-generated work would allow students to help each other, work closer with the teacher, and yield higher-order thinking skills. An ESL class starts with gaining knowledge and experience (guided experience) which includes: 1. Test structure schema and conventional devices. Such as text construction: introductory elements, conclusions, headings, etc. Research shows that students who have knowledge of text structure comprehend and recall more of they read.

Academic Reading & Writing

2. Cognitive and metacognitive strategies for reading and writing as it relates the academic content being studied.
Reading strategies: underlining, highlighting,

outlining, idea mapping, using the dictionary, identifying key ideas and using context for meaning.

3. Synthesizing information from a wide range of reading materials in a single area of study.
Begin with short readings, and increase to more

complex and longer readings so that the students will have a background for related assignments.

Groups
Using literature, 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, discussions etc) A writing strategy (journals, webs, writing workshop) A questioning strategy (who, when, where, how and
why)

Present your ideas!

For Second Language Learners at an intermediate level or above in English

What is sheltered English?

Applying concepts of second language acquisition

to instruction in the content areas, such as math, science, literature, health and social studies. Selecting the best ESL methods for SLLs Teaching reading & study skills to SLLs Focusing on academic vocabulary development Using a variety of good teaching techniques Using cooperative learning for SLLs students An overall program of success for students

Who is sheltered English for?

This approach is not ideal for beginners since they still need instruction in their native languages. However, in the absence of other programs, sheltered English may be the best option. SLLs who have a strong foundation in their native language(s). Possibly for other groups of students who respond to a highly visual, structured style of instruction

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

Activity for CALPS

With your group... Identify and list the academic vocabulary needed to solve the following Math problem:

32 - 19 =
Do not leave out any academic vocabulary words.

Creating a Solution Recipe

To create a solution recipe, you should list all of the necessary steps to solve a problem and illustrate them. Visuals and/or modeling are used to illustrate the recipe and it can be displayed on the wall for a reference point for students. 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 childs 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, TEKS,

TAKS tests results and other data Determine the Crucial concepts Gather support materials, 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

Making Instruction Understandable

What you need to be a good ESL teacher is a lot of junk.
So why junk?
You needs lots of visuals, hands on materials, pictures,

models, charts, graphs and etc. 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.

Suggestions for Making Instruction Comprehensible

Control your pronunciation Speak at a slower rate (not louder)

Speak in simple affirmative, declarative sentences

Repeat often reword things in a different way Use selected, controlled vocabulary Avoid complex, embedded, and or passive voice sentences Try not to use colloquialisms or idiomatic expressions

Lower the Affective Filter

The affective filter is a theoretical device, which is said to go up as the childs comfort level is reduced. When the filter is lowered, the emphasis is taken off of the anxiety felt about learning a second language. Teacher should strive for a low affective filter for LEP students.

(Krashen)

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 instruction becomes more comprehensible. The Teacher can use a variety of materials to enhance instruction. The materials and way of teaching is what has to change to shelter instruction. One does not have to water down the curriculum.

Use of Visual Materials

Use pictures & Charts
Diagrams Props and real objects

Graphs
Overlays Manipulatives

Computer Applications

Ensuring Learning for SLLs

Check frequently for

understanding Expand on childs background knowledge Use repetition Use lots of vocabulary development Work in buddies or groups Interact more with SLLs 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

Teaching the Sheltered Lesson (Cont.)

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, instructional and review lessons, depending on the needs of the students

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, 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.

Sample Lesson Sequence for S.E.

5 minutesVisual Overview 15 minutesVocabulary Development 5 minutesAdvanced Organizer, solution recipe, overview of characters, etc. 15 minutesExplanation and lesson content presentation with visuals 10 minutesGuided practice, often in groups 10 minutesIndependent practice, evaluation and/or debriefing

Sheltered English Offers

Best use of teacher resources for SLLs
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