In a TPRS class, the teacher introduces a small core set of focus verb phrases to students. After making certain the student(s) understand(s) the meaning of the verb phrase (written translation, gesture, picture, etc.), the teacher asks customized or personalized questions of the students in the Target Language so that
- the phrase is heard many times in context,
- students understand the meaning more profoundly from being used in context,
- ideas start to bubble up from the students’ comments during the questioning which can be incorporated in a story.
I lived in San Francisco, CA in the United States all my life until January 1, 2014. Since then, I have lived in México. During that time, I have lived in Mexico City, Oaxaca, Mérida and now, for the last four months, in the state of Jalisco, México near Lake Chapala. After receiving permission from the Mexican government to work independently (no easy feat), I started my own business teaching language to private clients. As you know, I teach with comprehensible input techniques and specifically with TPRS (Teaching Proficiency through Reading and Storyasking).
I had always taught in a school setting and with large groups of children, young people or adults. Now, I work with individuals and small groups. This setting is making me a better TPRS teacher. I see immediately what works and what doesn’t. I have never been MORE convinced of the efficacy of using Comprehensible Input to help students acquire language.
This blog is changing.
- If you teach Spanish or any other language and want to learn more about CI and TPRS, this blog may help you out.
- If you are interested in Mexican culture, this blog may help you out.
- If you are interested in visiting México and becoming more fluent in Spanish, this blog may help you out.
So, here we go.