• Here is a bit of what Wiki has to say about TPRS:

    Teaching Proficiency through Reading and Storytelling

    From Wikipedia, the free encyclopedia

    Teaching Proficiency through Reading and Storytelling , formerly known as Total Physical Response Storytelling, or TPRS for short, is a method for teaching world languages. Blaine Ray created this method by combining James Asher's Total Physical Response system with personalized, often funny stories to help students apply the words learned. These stories are complemented with reading from a variety of sources. Blaine Ray had been a Spanish teacher whose philosophy is that "Learning is a function of repetition."

    TPRS is a movement towards building language proficiency in the use of grammatical structures through reading stories in addition to the oral storytelling for which TPRS is well-known. TPRS has three main steps to the process:

    STEP 1: Establish Meaning. This is done primarily by the presentation of target language vocabulary structures (generally no more than 3 in one lesson) and their equivalents in the students' native language. Gestures can also be taught and practiced with the new vocabulary to help students remember vocabulary words. Gestures were once considered integral to step 1 but are now considered optional.
    STEP 2: Ask (not tell) a story. Using a general outline of a story, the instructor asks students to provide specific details. This allows students to make it their own. At the same time a circling technique of asking questions, and repeating phrases results in multiple repetitions of the target structures. Advanced TPRS teachers are sometimes able to "wing it," creating stories by asking questions of the students based on the vocabulary structures of that day's lesson.
    STEP 3: Read and discuss the story, or a different story which contains the grammar structures from STEP 2, but with different details. This reading is often done by having one or all of the students translate the reading out loud in order to ensure that students have complete comprehension of the reading material. Grammar points contained in the reading may be briefly discussed with very short explanations - often 5 seconds or less. The discussion of the reading is carried out in the target language, with the teacher asking questions both about the reading itself and also about the students and their lives.

    TPRS is based on the theoretical importance of comprehensible input as a key factor in developing fluency in the target language and is supported by Dr. Stephen Krashen's research claims. Another very important element of TPRS is personalization. Using the language as a means to get to know students and to get them interested in the message is an effective way of delivering input that is both comprehensible and interesting. Personalization can be accomplished by asking students simple questions about their lives in the target language and also by the inclusion of celebrities known to the students. It is very important in TPRS to make students look good in the stories and discussions (or at least not bad), but it is considered good form to make celebrities look bad in comparison to the students. Using humorous stories lowers what Krashen calls the "affective filter," or the part of the brain that becomes self-conscious when trying to speak or learn a new language. The TPRS method is built on the attempt to teach language while students are enjoying themselves. Thus the method purportedly results in "language acquisition" as opposed to "language learning" which, in the traditional sense, involves a format that includes teaching grammar and drilling. Supporters of TPRS believe this method is far superior to traditional methods in building students' fluency and retention of the language over the long term

Last Modified on October 2, 2014