Folder: Bilingual Education
Total Physical Response [TPR Bilingual Education] (1998)
Page Contents
A | B | C | D | E | F | G | H | I | J | K | L | M | O | P | R | S | T | W | X | Z
A
Alexander, L. (1985). Testing in Beginning FLES: Listening. The kinds of testing of listening skills that could be introduced for Foreign Languages in Elementary Schools (FLES) in the early stages of instruction (e.g., in the third grade at the end of 10-20 clock hours of instruction) are discussed. It is suggested that listening is rarely tested in isolation, but normally is mixed with speaking or writing. At least three types of test item responses exist for listening: action response, evaluation response, and communication response. All are intended to create a response that can be used to evaluate listening (comprehension) skill without resorting to the other language skills or with only minimal use of simple utterances that make little or no demand on the speaking skill. In an action response one hears a command and physically carries out the command. The complexity of the teacher's utterance and the degree of familiariyy of the utterance could become factors in the determination of scores. An evaluation response calls for the learners to give some indication of whether an utterance accurately portrays reality, or which of a set of possible responses is the correct one. Action response and evaluation response items call for little or no use of speaking, while communication response calls for oral response. The students' utterance involves not only their perception of the teacher's message, but also its intent and the formulation of an appropriate response with well-chosen linguistic structures. (SW) ED257323
Allar, G. J. C. R. L. J., vXL n135 p3-6 Win 1986. (1986). Integrating Language Lab Materials into Advanced Russian. Describes the use of language lab materials supplied by the pedagogical journal "Russkij Jazyk Za Rubezom" in an advanced Russian-language class. Each week students were given a relevant picture and vocabulary list prior to listening to a taped story. The story was used as the basis for conversation. (LMO)
Andrews, N., & Others, A. (1986). Building Resources for a Spanish as a Second Language Program. The Minneapolis public elementary school program in Spanish is described. It was established in 1974 as a FLES program in kindergarten and first grade, later established as part of a fundamental school alternative, and recently expanded to a partial immersion program. Children ideally follow the program from kindergarten through sixth grade. A variety of subjects are taught entirely in Spanish, and commercial texts are used in almost all subjects and grades. The principal teaching method is Total Physical Response. Little is taught by rote, except for key words and expressions that will help the children move through the school day. Children eagerly learn to read in Spanish as their first language reading skills become established, often in third grade. The mathematics and social studies materials are written for native Spanish-speakers, so instruction relies heavily on manipulatives and discussion. The classroom atmosphere reflects aspects of Spanish language and culture, the school storeiis conducted in Spanish, and certificates and awards are in Spanish for the program pupils. Publishers and other related resources are listed. (MSE) ED279192
B
Bancroft, W. J. (1984). Three Methods for Language Acquisition: Total Physical Response; the Tomatis Program; Suggestopedia. Total Physical Response is a strategy for learning second languages developed by James J. Asher. The Tomatis program, developed in France by Alfred Tomatis, is a method for treating dyslexia and communication problems and is also used for teaching basic elements of foreign languages. Suggestology is a psychotherapeutic system based on yogic techniques of physical and mental relaxation, created in Bulgaria by Georgi Lozanov. Suggestopedia is the application of suggestology to education, and specifically to foreign language instruction. Although seemingly different, the three methods have important elements in common: (1) they are based on the way children learn their native language, that is, by acquiring listening comprehension before speaking, reading, and writing skills. (2) They share the premise that learning a second language should be a "natural" experience with emphasis on communicative competence and realistic utterances. (3) They perceive language globally, with attention to detail emphasized later in the learning process. (4) They emphasize use of the brain's right hemisphere, foriimplicit learning. (MSE) ED253092
Bancroft, W. J. (1996). SALT for Language Acquisition. Mosaic, v3 n3 p16-20 Spr 1996. Discusses Schuster's Suggestive-Accelerative Learning Techniques (SALT) Method, which combines Lozanov's Suggestopedia with such American methods as Asher's Total Physical Response and Galyean's Confluent Education. The article argues that students trained with the SALT Method have higher achievement scores and better attitudes than others. (14 references) (Author/CK)
Bennett, R., Ed. (1997). It Really Works: Cultural Communication Proficiency. This paper describes the cultural communication proficiency method of indigenous language instruction, developed at Humboldt State University's Center for Indian Community Development (California), and demonstrates the method with five Hupa lesson plans. The method is based on three principles: that Native American students learn by doing, learn in ways compatible with their culture, and learn in stages. Cooperative learning, communication-based instruction, and total physical response approaches are integrated to present language lessons based in experience. Two lesson plans present Hupa words for relatives and for cultural activities. The lesson plans describe materials; list objectives in cultural, communication, and proficiency areas; and detail activities. The activities pass through the stages of comprehensible input (teacher's yes/no questions), guided practice (either/or questions), independent practice (student supplies vocabulary term), challenge (student responds to new elicitation), and expansion. A third lesson plan teaches a traditional northern California story, He-Who-Was-Dug-Up, by having the children create puppets and stage puppet plays of the story. Objectives and activities are described for preschool and grades K-2, 3-5, 6-8, and 9-12. The fourth and fifth lesson plans accompany a Hupa "bingo" game based on the Hupa names for 20 local animals and a game based on Hupa words for the parts of the body. A description of the work of the Center for Indian Community Development is included. (SV) ED415073
Berwald, J.-P. (1980). Teaching French via Driver Education. Foreign Language Annals, v13 n3 p205-08 1980. Driver instruction through the medium of a foreign language is useful in teaching vocabulary, grammar, and culture. The maps, driving manuals, and cars stimulate discussion and communication. Course techniques can include Asher's concept of Total Physical Response wherein students act in response to commands in the foreign language. (PMJ)
Biles, J. J., & Others, A. (1993). A Guide for the Volunteer Tutor. The guide is designed for volunteer tutors of English as a second language (ESL). It consists of two parts: the guide itself, offering principles and methods for ESL instruction, and a report of the guide's development. The guide begins with by outlining basic principles and classroom considerations of ESL tutoring. The second chapter discusses the role that cultural differences may play in language instruction, and the third chapter offers guidance for establishing realistic short- and long-term goals. Chapter four looks at issues in testing (placement, diagnostic, achievement) and in developing tests. The fifth chapter provides guidelines for placing students in skill level categories, and the sixth suggests competencies corresponding to those categories, for purposes of curriculum development. Teaching techniques and specific ESL methodologies are then described in greater detail. Contains 10 references. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED370452
Blair, R. W., Ed. (1982). Innovative Approaches to Language Teaching. A collection of 20 papers describes innovative methods of second language instruction with the aim of promoting change and experimentation in language teaching. The papers are organized under four categories: background, the evolution of the comprehension approach, approaches to a rich acquisition environment, and approaches to a rich learning environment. Among the specific topics discussed are theory versus practice in language teaching, the prespeech phase in language learning, learning by listening, the Total Physical Response approach, delayed oral practice, communiyy language learning, suggestology, natural approaches, games, and grammar induction. A concluding essay suggests an integrated approach. The appended bibliography lists references according to skill areas and approaches. (RW) ED226596
Bonilla, P., & O'Conlin, M. (1989). Ideabook for Teachers of Amnesty Students. This ideabook provides materials for teachers of amnesty (amnesty is the legalization of undocumented immigrants who can prove entrance to the United States prior to 1982) classes that address all their responsibilitiesEnglish-as-a-Second-Language instruction and civics content, documentation of student progress, and keeping of accurate attendance records. Section 1 looks at the legalization process. It provides information about Immigration and Naturalization Service (INS) requirements, specifically the English/civics/history test. Section 2 identifies challenges for the teacher in an amnesty classroom. Section 3 focuses on assessment procedures, including documenting student attendance and progress. A sample pre- and posttest, testing materials, and student forms are provided. Section 4 describes four specific teaching strategies: total physical response, language experience, games and manipulatives, and role playing. Suggestions are made for using activities of each type in the classroom. Section 5 on the 100 INS questions provides steps for using the questions in the classroom and presents 13 thematic units that incorporate the questionsiin a useful manner. Section 6 contains two sample teaching units: a unit on the flag, which demonstrates teaching strategies around fairly concrete ideas, and a unit on the amendments, which describes how to use these strategies to teach more abstract concepts. Appendixes include an application packet, information on INS offices and services, and the 100 INS questions with answers in English and Spanish. (YLB) ED307414
Bragger, J. D. (1982). Negative Responses to Teacher Commands: An Effective Teaching Strategy. Modern Language Journal, v66 n1 p9-12 Spr 1982. Describes process and gives examples by which contradiction is introduced in a course using Total Physical Response approach. Gives students opportunity to say "no" and come up with an alternative while demonstrating understanding of original command. (BK)
Brown, G. L. (1991). [lit review]. Native students rank far below norms in reading, language arts, and language arts related subjects. This paper reviews the literature to address strategic plans for reading and language arts curricula for Native students. An overview is presented of theories of first and second language acquisition and learning, stages of language development, and the influence of the learning environment. Second language instruction framed in current theory includes the comprehension, communicative, holistic or integrated, and natural approaches. Instruction and student evaluation are described for the total physical response method. Content-based instructional approaches and the relationship between academic competency and second language (English) competency are discussed, including: the academic needs of Native students; the importance of the nature of the text, the nature of the reader, and the interaction between text and reader in reading instruction for Native students; major impediments facing Native students as they learn to read in English; and methods of overcoming these impediments. Also discussed are the language experience approach and its effectiveness with Native students, adapting the basal reader, integrating the language arts, and the whole language approach. Specific instructional strategies that have proven effective for Native students are offered: analyzing the language complexity of the learning task; providing contextual cues; peer interaction and cooperative learning experiences; modifying lessons or providing alternative activities for limited English proficient students; incorporating comprehension checks; using preview and review techniques; making the text comprehensible; and adapting content. This paper contains 44 references. (SV) iitle: Reading and Language Arts Curricula in Elementary and Secondary Education for American Indians and Alaska Natives. ED343766
C
Chamot, A. U., & Stewner-Manzanares, G. (1985). A Summary of Current Literature on English as a Second Language. Part C Research Agenda. As part of a larger study of instructional issues for English as a second language (ESL), current literature is reviewed and summarized in four major areas affecting the teaching and learning of ESL in grades K-12: ESL instructional approaches, patterns of curriculum organization, instructional materials, and language learning theories. In the first section, thirteen approaches are reviewed: the audiolingual method, the Silent Way, the counseling-learning or communiyy language learning approach, suggestopedia, the language experience approach, the new concurrent approach, total physical response, the notional-functional syllabus, communicative approaches, strategic interaction, the natural approach, cognitive approaches, and content-based approaches. The second section examines three program-level organizational strategies (ESL within bilingual programs, ESL-only programs, and ESL immersion) and classroom- level organization. The section on instructional materials looks at elementary level, secondary level, and teacher-oriented materials. The language learning theories reviewed include the biological/neurological theory, cogniiive theories, and socio-affective theories. References are provided for each subsection in the report. (MSE) ED261539
Clark, M. G. (1990). ESL Multilevel Handbook. This guide is designed for teachers of multilevel classes in English as a Second Language (ESL) at the adult level. The first section discusses principles, methods, and techniques for classroom instruction, including student grouping, appropriate ESL teaching methods (audiolingual, vocational, language experience, natural approach, grouping/layered learning, sheltered English, grammar/translation, and Total Physical Response), designing an effective lesson plan; time factors in the multilevel classroom, evaluation of adult ESL students, and seven unusual techniques for the ESL class. The second section consists of three instructional modules for ESL teacher training: problems and solutions in the multilevel ESL classroom; the bilingual approach in multilevel classes; and developing effective listening skills for non-English speakers. Two lesson units are: intonation of the English language: singing English; and sample lessons designed for the multilevel ESL classroom. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED374689
Connor, L. B. (1995). What Illinois Teachers Do in the Classroom: New Research. I.C.T.F.L. Accents, v8 n2 p6-8 1995 9995. A survey of a random sample of Illinois elementary, junior, and senior high school second language teachers investigated three areas: (1) teacher preparation, training, and oral proficiency levels; (2) percent of the target language used by the teacher in the classroom within a specific time span; and (3) the teacher-perceived usefulness and frequency of use of specific techniques for developing oral proficiency. Results show: low level of teaching proficiency in the language taught; need for many teachers to upgrade teaching skills and techniques; low level of oral proficiency among teachers; relaiively high amount of classroom target language use by elementary teachers; the greatest increase in classroom target language use occurred from second- to third-year classes at the senior high level; decrease of teacher target language use in multi-level classes; relatively low target language use in junior high and first- and second-year high school classes; most useful and frequently-used techniques varied considerably by instructional level; differences in technique used were more dependent on level than language taught; use of oral quizzes and tests was widespread at all levels; and newer communicative techniques were used widely. (MSE) ED390250
Conway, D. (1986). Theme Courses for Community Colleges. Hispania, v69 n2 p409-12 1986. Discusses organization of community college Spanish courses around themes, such as geography, life sciences, arts, holidays, in conjunction with techniques such as the Natural Approach and Total Physical Response. The discussion includes examples of class activities, suggestions for materials, and notes on accommodating different levels. (SED)
Cordero-Martinez, F. (1995). A Visual-Spatial Approach to ESL in a Bilingual Program with Deaf International Students. Bilingual Research Journal, v19 n3-4 p469-82 Sum-Fall 1995. The English Language Institute at Gallaudet University (District of Columbia) prepares foreign deaf students to attend college in the United States through a year-long intensive literacy program in American English and immersion in American Sign Language and deaf culture. The Institute's educational philosophies and teaching strategies focus on visual-spatial approaches to second-language learning. (SV)
Criminale, U. (1985). Launching Foreign Language Programs in Elementary Schools: Highpoints, Headaches and How To's. The Language School in Seattle has conducted extracurricular foreign language classes in 31 local elementary schools for several years. Each school has a parent coordinator, the courses are tuition-supported, and the objectives are to establish language learning interest and cultural awareness using the Total Physical Response method. A dramatic jump in enrollment marked the third year of the program, with some leveling off later for financial and administrative reasons and because some PTA's decided to offer their own programs. Several problem areas persisted in the program, including: (1) unrealistic parent expectations; (2) student discipline problems and the need for consistent policy; (3) the need for consistent and committed teachers; (4) the need for good communication and constant contact between the organizers, parents, parent coordinators, host schools, and teaching staff; (5) inadequate marketing to maintain high interest levels; (6) the need for host school support; and (7) inadequate facilities. Four elements needed for program success include realistic expectations clearly communicated to all concerned parties, dynamic and committed teachers, a committed core group of parents willing to take on administrative responsibilities, and constant contact and communication among all participants about all aspects of the program. (MSE) ED255039
Cullen, A., & Others, A. (1987). Accelerated Learning 1985-1986. A second language teaching technique using relaxation, imagination, and music to accelerate the learning process is imagination, and music to accelerate the learning process is discussed. Part 1 describes the classroom setting and the stages and processes of the technique. Part 2 outlines the theory and sources of the method in the literature of learning theory and language teaching. The third part presents an evaluation of a project to train Louisiana language teachers in the method. The teacher training program consists of instruction in an unfamiliar language by means of the Accelerated Learning method, instruction in a more familiar language, and instruction in the use of the method itself. Evaluaiion is based on pre-to-posttest changes in trainee attitudes and language skills. (MSE) ED280276
Curtain, H. (1991). Methods in Elementary School Foreign Language Teaching. Foreign Language Annals, v24 n4 p323-29 1991. A brief overview of the importance of the use of appropriate methodologies for elementary school foreign language instruction precedes a description of several strategies involving total physical response, story telling, games and songs, props, small-group work, role-play, content-based instruction, cultural and global awareness, language experience approach, and dialog journals. (11 references) (CB)
D
Davis-Wiley, P. (1994). The Impact of Foreign Language Instruction in the Elementary School Arena: It Does Make a Difference. This paper presents results of a tri-level evaluation of an on-going elementary school second language Foreign Language Experience (FLEX) program and explores the potential efficacy of such a program as viewed by the learners, their parents, and the regular classroom teachers. The program was begun in Spring 1982 in kindergarten and first grade in Knox County, Tennessee; instructors were graduate foreign language education students trained in James Asher's (1977) the Total Physical Response (TPR) method of language instruction for Spanish. Students received instruction for 30 minutes, 2 times per week. In the Fall of 1982, the program was moved to another school to include kindergarten through grade 5; it is now practiced in 9 different elementary schools although this evaluation was done in only 5 schools. Evaluation was by three controlled response and partially open-ended response one-page questionnaires received from 405 students, 239 parents, and 18 teachers. Parent/guardian support was overwhelmingly favorable, children reported enjoying the program, and teachers were also pleased with results. The FLEX Curriculum and a sample student questionnaire, parent questionnaire, and evaluation of student in the FLEX program are appended. (Contains 11 references.) (NAV) ED386037
de Reuse, W. J. (1997). Issues in Language Textbook Development: The Case of Western Apache. Two experimental language-learning textbooks were developed in collaboration with Apache-speaking scholars from the San Carlos and White Mountain Reservations. One was written in the grammar-translation tradition and modeled after successful textbooks for Navajo and Papago. While the text's main purpose is to teach elementary conversational Western Apache with some emphasis on reading and writing, it also teaches some of the linguistics of Western Apache to Apache students and speakers. Educators can apply linguistics knowledge to contrast the languages in bilingual situations and as a tool for teaching children about scientific inquiry (analyzing their own intuitive knowledge of language rules). Also, exposure to linguistics may spark some Native American students to enter the field and apply themselves to the problems of endangered Native languages. The other textbook is a guide to teaching Apache with the Total Physical Response (TPR) method, based on Asher's (1982) teacher's guidebook. The approaches of the two textbooks raise various problems that can be partially solved by combining approaches. For example, classificatory handling verbs are best taught by a grammar-translation method, supplemented by TPR-style exercises; straightforward syntactic structures (in Apache), such as negation and yes/no questions, can be taught through TPR exercises, supplemented by grammatical explanations. In addition, native experts should monitor any text to avoid culturally sensitive or politically inappropriate material. Finally, a dialogue between linguists and native experts is needed to decide how much linguistic terminology can be handled in each curriculum. Contains 45 references. (Author/SV) ED415069
Densmore, R. T. (1987). This guide is intended to assist vocational English as a second language (VESL) instructors in teaching courses in carpentry and the culinary arts to residents of Navajo reservations. The first section outlines the rationale and content of the two training programs as well as the basic VESL objectives that they seek to address. The next section, a VESL learning guide, discusses the main principles of the ESL method, learning characteristics of ESL students, the ESL learning environment, curriculum development, teaching techniques (including survival and competency-based methods, the notional-functional approach, use of the world outside the classroom, and total physical response), student assessment, and placement levels. Educational goals and curriculum design are covered next. The carpentry curriculum includes 25 units that are intended to provide students with hands-on and classroom instruction in the identification, proper handling, care, and maintenance of trade tools and equipment; the fundamental processes and techniques of the carpentry trade; applicable codes and safety practices; and blueprint reading and job estimation techniques. The culinary arts curriculum teaches professional cooking skills in a 43-week, 40-hour-per-week program that includes 215 hours of culinary arts instruction, 42 hours each of classroom English and basic math, and 1,421 hours of programmed kitchen laboratory instruction. Both curricula include behavioral objectives, instructional outlines, learning activities, and quizzes. A bibliography of additional resources is included. (MN) iitle: Carpentry, Culinary Arts Instructor Guide and Curriculums. Bilingual Vocational Education Program. ED288104
Doggett, G. (1986). Eight Approaches to Language Teaching. Important features of eight second language teaching methodsgrammar- translation, direct, audiolingual, the Silent Way, Suggestopedia, community language learning, Total Physical Response, and the communicative approach are summarized. A chart outlines characteristics of these aspects of the methods: goals, teacher and student roles, the teaching/learning process, student-teacher and student-student interaction, dealing with feelings, view of language and culture, the aspects of language emphasized, the role of the students' native language, means for evaluation, and response to student errors. The report also lists additional information sources. (MSE) ED277280
Duran, E. (1993). Effective Communication Programming for Language Minority Students with Severe Disabilities. This paper discusses how the classroom participation and communication of language minority students with severe disabilities can be facilitated through the use of many methods based on principles of English-as-a-Second- Language (ESL) instruction. The specific method described include: (1) total physical response, (2) the natural approach, (3) cooperative learning, (4) preview/review method, (4) and making use of cultural information. Suggestions for applying each of the methods to students with severe disabilities are offered and examples are given. (Contains 25 references or suggested resources.) (DB) ED359699
E
Elenbaas, C. T. (1983). Putting Language Acquisition Theory to Practice in the Classroom. Language acquisition theory and classroom applications are discussed, with a focus on the role of speaking and grammar in the early stages of English acquisition in the English-speaking elementary school setting (kindergarten and first grade). Three stages of natural language acquisition are: (1) the comprehension stage (preproductioncharacterized by pointing, nodding, naming), (2) the early speech stage (characterized by yes/no responses and listing words), and (3) the speech emergence stage (characterized by phrases and sentences without fluency). Since listening ability is the basis for speaking ability, the natural approach to teaching language starts with comprehension rather than production. Techniques used in the natural approach to language acquisition at Loara Elementary School, Anaheim, California, are described. A useful technique in developing listening comprehension through motor activities is "Total Physical Response." It starts with the imperative (command) (e.g., stand up, sit down) and provides students with ample comprehensible input in a low anxiety situation. The language experience approach, which encourages students to express thoughts and feelings stimulated by an experience, uses concrete manipulatives and sensory channels (e.g., eyes, hands). Ideas for implementing the natural approach are appended. (SW) ED226587
Ellis, R. (1995). Interpretation Tasks for Grammar Teaching. TESOL Quarterly, v29 n1 p87-105 Spr 1995. The traditional approach to grammar teaching provides learners with opportunities to produce specific grammatical structures. This article explores an alternative approach, one based on interpreting input. The rationale for the approach is discussed, as are the principles for designing interpretation tasks for grammar teaching. (Contains 35 references.) (LR)
Elson, N. (1983). Why We Do What We Do... TESL Talk, v14 n1-2 p15-30 Win-Spr 1983. Surveys some of the principal theories and methodologies in second language instruction. (EKN)
F
Finney, R. E. (1996). Foreign Language Education in Elementary Schools: Revitalizing and Maintaining a Workable Program. A discussion of foreign languages in elementary schools (FLES) includes both historical and current overviews of FLES in the United States and makes recommendations for development of FLES programs. The historical review looks at program design and methods during the 1950s and 1960s and the successes and failures of program types and approaches. Examination of present conditions looks at the variety of teaching methodologies used and their outcomes, with some attention given to the way children acquire their first language and its implications for second language learning. Advantages and disadvantages of various methods (grammar-translation, audio- lingual, cognitive-code, direct, Natural Approach, Input Hypothesis, Suggestopedia, Total Physical Response) are explored. It is concluded that salient needs include: community and administrative program support; expansion of immersion programs; expansion of languages offered; teacher training; development of technology use; better articulation across grade levels; and additional research. Contains 33 references. (MSE) ED408842
Friedenberg, R. D. (1984). Pulling Words Out of a Hat: Magic in ESL Lessons. Magic motivates students to talk, and stimulates the affective domain. While watching magic, many people imagine how the effect is accomplished or how they might perform the trick if they were performing. This can be extended into an English lesson by using phrases such as, "If I were a magician, I could..." Total physical response activities take on a new meaning when students participate in a short magical effect. For teachers, the trick is to connect a magical theme with a lesson objective, and for the magic trick to be effective with an ESL lesson, the lesson should be limited to one special word and one concept, serving as a vehicle to reinforce vocabulary. Magic can also be incorporated into reading lessons, since it is a popular theme for children's books. Students like to repeat the magic words as the teacher reads the story, and later the students can retell the story, dictate chart stories, or make experience charts as a class. Another way to incorporate magic into a reading lesson is to write directions for a magic trick on a chart, and during any magic performance, the magician repeats the same series of commands. Other suggestions for potential use of magic in classroom lessons involve colors, safety measures, shapes, counting, math, spelling, topology, size comparisons, and spatial positions. Many easy magic tricks are available in children's magic books, and children's math books include many optical illusions that make good discussion topics. It is important to use imagination, practice the magic, keep it simple, and have fun. (MSE) ED248730
G
Garcia, P., & Keresztes-Nagy, S. (1993). English as a Second Language for the Workplace. Worker Education Program. Curriculum Guide. The guide outlines the curriculum designed for a workplace literacy program for about 500 members of a clothing and textile workers union in the Chicago (Illinois) area. The program is intended to prepare workers for the challenges of work in an environment of constantly changing demographics, new technology, and shifting global economy. An introductory section summarizes the program design and goals, participants, staffing, and support services and educational methodology, theory, and philosophy. A section explains the five-unit curriculum in greater detail, describing seven specific instructional strategies (problem-posing, language experience approach, student-generated dialogues and role-plays, use of realia and photographs, Total Physical Response, cooperative learning, and pairwork) to be adapted to workplace needs, ideas for worker-centered activities, and recommended classroom techniques. The instructional materials to be used are noted and additional teacher guidelines are outlined. Subsequently, charts expand on the five curriculum unit themes (work issues/workplace communication, health and safety, quality control, work forms, and company rules), specifying participant performance objectives, related language skills, lesson ideas and activities, and instructional materials. Course goals and vocabulary specific to each of the participating companies are also outlined. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED379956
Glisan, E. W. (1986). Total Physical Response: A Technique for Teaching All Skills in Spanish. Foreign Language Annals, v19 n5 p419-27 1986. Presents a strategy for using an expanded version of Total Physical Response (TPR) as one tool for teaching listening, speaking, reading, and writing in Spanish. Variations of TPR are suggested for the purpose of implementing the technique within the foreign language curriculum. (Author/CB)
Goodwin, J., & Others, A. (1991). Asian Remedial Plan: An Assessment of the Use of the ESOL Standardized Curriculum in New Instructional Model Schools. Report No. 9107. This report assesses the implementation of a curriculum for Asian limited- English-speaking students in Philadelphia (Pennsylvania), the staff development provided, and student perceptions of the program. Evaluation methods included intensive study of a random sample of 11 of the 32 sites, a teacher survey, and student focus groups. The following findings are reported: (1) teachers indicated the need for more hands-on training and demonstrations in the recommended approaches; (2) high percentages of teachers reported using most of the recommended approaches in their classrooms; (3) many teachers were not using the recommended Whole Language approach properly; (4) very few teachers used the recommended Total Physical Response (TPR); (5) the majority of teachers were using the recommended Cooperative Learning approach; (6) the majority of elementary and middle school teachers maintained contact with mainstream teachers, compared to only 26 percent of the high school teachers; and (7) students expressed the need to improve their pronunciation and speaking skills, writing, and reading comprehension. Statistical data are presented in six tables. The following materials are appended: (1) a list of the New Instructional Model Schools; (2) a calendar of professional growth programs; (3) a report on the evaluation of a staff development workshop; and (4) an analysis of the responses to the teacher survey. (FMW) ED329644
H
Haskell, J. F., Ed. (1980). TESOL Newsletter, Volume XIV, Numbers 1-6. TESOL Newsletter, v14 n1-6, Feb, Apr, Jun, Aug, Oct, Dec 1980 1980. Six 1980 issues of the TESOL Newsletter are presented. Topics include the following: preparing a written paper for oral presentation (Fraida Dubin); current trends in teaching English as a second language (TESL) (Ruth Crymes); ESL syllabuses (Carlos Yorio); teaching Black English (Lorraine Goldman); the state of certification and employment within TESL (Marilyn Appelson, Jack Longmate, Gina Cantoni Harvey, and Ray Past); locating bibliographies in special areas of teaching ESL (Virginia F. Allen); locating materials in teaching ESL (Bernard Susser); notional functional methods (John Boyd & Mary Ann Boyd); suggestopedia (Donna Hurst Shkilevich); total physical response (Carol Weiner); questioning in counseling-learning (Daniel D. Tranel); the passive voice (Patrick Kameem); the definite article and discourse (Garry Molhot); problems of reading and writing (Margaret Paroutaud, Mary Ruetten Hank, William Powell, Darlene Larson & Raymond Griffith, Inez Marquez, and Darlene Larson & Thelma Borodkin). Articles are also included on speaking (Darlene Larson et al., Darlene Larson & Mona Schreiber, and Darlene Larson & Donald Monalto); transitioning students (Dennis Terdy); principles of language teaching (Richard Showstack); peer tutoring (Alice Pack & Deborah Dillion); testing (Charlotte E. Leventhal, Robert Ochsner, and Phillip Roth); language and culture (Andreas Martin, Darlene Larson & James B. Brown, Darlene Larson & William Gay, and Sarah Henry); teaching in China (Virginia F. Allen and Charles T. Scott); and refugee concerns (Donna Dunch). (SW) ED209916
Hendrickson, J. M. (1986). Medical Spanish: A Functional Approach. A functional approach to language teaching begins with knowing how students intend to use the foreign language for specific purposes and in specific situations. Instructors of medical Spanish can begin by determining the specific language functions that their students must be able to express when communicating with Hispanic patients, by means of a survey taken during the first class meeting. Such a questionnaire would request information about: the students (including their language background, travel, career plans, medical specialization, reasons for enrolling in the course, and most needed Spanish communication skills) and most-needed language categories, such as socialization, maintaining close relationships, influencing people's actions, making judgments, and action in specific medical situations. Survey results determine the appropriate classroom language exercises and activities. Materials can focus on a unifying theme such as serving patients in emergency situations, physical examinations, pre- and post-natal care, and nutritional counseling. The language practice provided should be both realistic and enjoyable, and specific techniques can be incorporated. These include teaching the vocabulary and structures specified most on the questionnaire, teaching the expression of past actions, using Total Physical Response, using students- centered input, using pictures creatively, and using paired interviews. (MSE) ED295423
Henry, E. H. (1985). The Non-English Speaking Student in the Elementary ClassroomA Beginning. This guide for elementary teachers who are not trained in techniques of English as a second language (ESL) but who have limited English-speaking students in their classes offers specific classroom techniques for helping those students. The first section presents a brief summary of research in first and second language acquisition. The second and third sections outline selected ESL principles and present specific techniques for teaching ESL with examples and suggestions for classroom use. The techniques and other second language teaching concerns include Total Physical Response, Silent Period, verbal interaction, relevancy of lessons, language cumulation, communicative competence, pedagogical sequence, grammar, word lists, translation, use of a bilingual dictionary, and reading and writing. The remaining sections deal with classroom environment; classroom management; teaching strategies; low-stress activities for science and social studies, mathematics, and penmanship; and sources of help beyond the classroom. Grammar and vocabulary excerpts from published texts and a list of guidelines for peer tutors are appended. (MSE) ED273087
Hermanson, M., Ed., & Others, A. (1988). English as a Second Language (ESL) Tutor Training Guide. A Set of Five Modules for Use in Training Volunteer ESL Tutors. This guide offers specific instructions and classroom materials for conducting workshops to train volunteer tutors of English as a Second Language (ESL). The guide contains five modules addressing different aspects and techniques of ESL instruction. Each module contains a preparation checklist for the trainer, objectives and precise procedures for conducting the module, and handouts. The handouts contain charts and narrative information about conducting a class, interacting with students, and organizing course content. The first module covers getting to know the students. The second addresses conversation skills, and includes instructions for using the Freirean discussion technique and materials for discussing interactions on a bus. The third module is on pronunciation, and provides a dialogue and minimal pair exercises for classroom use. The fourth module describes the Total Physical Response method of language instruction, with ideas for class activities. The fifth module outlines the language experience approach for teaching literacy, and includes a vocabulary and phrase list. An accompanying audio cassette can be obtained from the Oregon State Department of Education. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED318303
Holt, L., & Others, A. (1981). Survival Communication Instruction for Classroom Teachers of Students with Limited English Proficiency (LEP). Guidelines and techniques for assisting limited English proficient students in adjusting to their new environment and learning to communicate in English are provided for classroom teachers without previous training in teaching English as a second language. The language and cultural differences of minority students in Utah are noted so that teachers can aid the cultural and social adjustment of new students from the moment of their arrival. Orientation to the school through the use of the orientation tapes available in 11 languages, preliminary English proficiency assessment for placement, and the teaching of basic English vocabulary and phrases for immediate communication are described. The contents of the Holt-Gudmundson Preliminary LEP Assessment Inventory are presented and seven other assessment instruments are discussed. Also covered are the use of total physical response aciivities to strengthen listening comprehension, survival phrases and social expressions, questions, statements and requests, basic language patterns, and English teaching materials and texts. (RW) ED223065
I
Isserlis, J., & Others, A. (1991). Adult Academy Tutor Training Manual. This handbook is for volunteer tutors, student interns, and VISTA volunteers working with adult basic education (ABE) and English-as-a-Second- Language (ESL) learners. The community-based handbook contains information about adult literacy and tutoringwhat tutors do, who the learners are, and how the literacy learning process works. Introductory pages describe the Adult Academy of Rhode Island, its literacy programs, community-based education, and an overview of literacy learners, ESL, and reading and writing. The next section covers the following: a comparison of traditional and learner-directed education models, an introduction to problem solving in tutoring, an overview of learners' literacy and educational needs, and suggestions for observing learners. A section on getting started explains the rationale behind a learner-centered approach to adult literacy learning, presents some basic teaching tools, and provides activities and materials to use with specific topics such as family housing, work, and transportation. Included with this section is a sample curriculum and lesson plan. Specific practices for ABE and ESL form the content of the next two sections, followed by a discussion of tutors' roles and responsibilities. The next section catalogues a wide range of approaches and activities: audiotapes; bingo; cloze; dialogue journals; dyads; flashcards; grids; interview/information grids; alphanumeric grids; hangman; language experience approach; operations; pair work; photos; picture stories; realia; scrambling/sequencing; total physical response; visuals; and writers' groups. Four learner-generated publications and 21 books/materials from publishing houses are included. The concluding section provides suggestions for tutors and learners and tutor responses from workshops using this handbook. (NLA) ED339863
J
Joiner, E. G. (1981). The Older Foreign Language Learner: A Challenge for Colleges and Universities. Language in Education: Theory and Practice, 34. The adult students who are the subject of this report bring a different orientation with them to the study of language than does the typical adult immigrant or foreign student of English. This former group may be engaged in foreign language study in order to satisfy a college level language requirement or as part of a continuing education or personal improvement program. The paper, divided into three sections, discusses the characteristics and needs of these adults as well as the means available for their education. In discussing the physiological, psychological, and sociological characteristics of older learners, the paper reviews: (1) adult life-cycle tasks; (2) age and learning ability; (3) the role of visual and auditory impairment in learning; (4) information processing, problem solving, and the older learner; and (5) affective variables and the older learner. Discussed programs, methods, and techniques available to the teacher of older language learners include the audiolingual method, the cognitive method, the grammar/translation method, community language learning, suggestology, and the total physical response method. Also discussed are communicative competence, individualization ofiinstruction, intensive instruction, means for maximizing the learning strengths of adult learners, and methods for improving classroom organization and material preparation. (JK) ED208672
Joiner, E. G. (1984). Listening from the Inside Out. Foreign Language Annals, v17 n4 p335-38 1984. Examines studies in brain research which are closely related to language learning. Discusses Asher's Total Physical Response and Lozanov's Suggestopedia as approaches which activate the right brain hemisphere and involve it in the language learning process. Discusses practical applications for what is currently known about listening. (SED)
K
Krashen, S. D., Ed., & Others, A. (1982). Child-Adult Differences in Second Language Acquisition. Series on Issues in Second Language Research. Studies of age differences in second language learning ability are collected along with commentary on the results. The 12 papers describe long and short term studies of children and adults that focus on the optimal age for second language acquisition, the effect of different teaching methods and environments on age differences, and theories that may account for these differences. Age differences are investigated in relation to such variables as the acquisition of phonological systems, speech comprehension, syntax, accurate pronunciation, and language production ability in a second language. Such factors as a critical or sensitive period for second language acquisition, the total physical response teaching strategy, length of residence among migrant children, and formal settings are also explored. Three additional papers state generalizations based on the empirical research and suggest explanations for the observed age differences. The cumulative results suggest that older learners progress faster through the early stages of second language learning, but that those who receive natural exposure to the second language during childhood ultimately achieve higher levels of proficiency. (RW) ED222073
L
Labarca, A., & Khanji, R. (1984). Beginning French - Interactants' Communication Strategies. A study of the communication strategies used by beginning language learners and their interviewers centered on the analysis of videotaped interviews of 53 beginning French students at the University of Delaware. The students had been instructed by either the total physical response or the strategic interaction method. Observed communication patterns were rated according to the American Council on the Teaching of Foreign Languages/Educational Testing Service scale for the oral performance of elementary students. The results were statistically analyzed, and the findings showed that the higher the student's proficiency rating, the lower his use of communication strategies was. hhe method of instruction was also found to have an important effect on the students' and interviewers' use of French and on the students' proficiency rating. Students instructed by the strategic interaction method received significantly higher proficiency ratings and used fewer communication strategies to impart meaning. Interviewers reacted to this group by using fewer strategies themselves. Two possible interpretations are suggested: (1) that strategic interaction facilitated students' development of underlying linguistic and interactional competencies, and (2) that students' diminished use of communication strategies in the strategic interaction group indicates a higher degree of control over the activity. (Author/MSE) ED249798
Lafayette, R. C. (1991). "Total Physical Response": Un apprentissage non conventionnel ("Total Physical Response": An Unconventional Way to Learn). Francais dans le Monde, n239 p51-55 Feb-1991. A discussion of the Total Physical Response method of second language instruction places the concept within the context of other unconventional language learning methods, reviews the rationale behind the approach, and outlines the classroom procedures used. A sampling of useful commands for classroom use is included. (19 references) (MSE)
Lafayette, R. C., & Zephir, F. (1984). Haitian Creole via Total Physical Response; An Introduction. The instructional materials for introductory instruction in Haitian Creole are designed for use with the Total Physical Response method of second language teaching, with priority placed on listening comprehension before production and on internalization of physical activities during use of the language. The text consists of 24 chapters targeting basic oral command of the language and some reading experience. Each chapter consists of five sections: reentry material, two sets of new material, and a section providing novel activities and language uses following each set of new material. An introductory section describes the method and materials and suggests specific classroom techniques and procedures, related to the materials, for teachers. A thematically grouped vocabulary list is provided after each group of five chapters, and brief, basic grammar notes intended for reference use if desired are appended. (MSE) ED350857
Lin, H.-P. (1995). A New English Teaching Design for Adult Taiwanese Learners. This paper provides a new teaching design that addresses difficulties in listening and speaking aspects experienced by Taiwanese adults when learning English and addresses the special needs of this learning group. The design was developed to solve these learning difficulties through integration of certain aspects of three existing teaching methods: audiolingualism, total physical response, and communicative language teaching. The new method stresses the development of listening and speaking, and writing competence. The role of the teacher is defined as a needs analyst, director, and counselor; students are listeners, performers, and negotiators. With highlighted features of the other two teaching methods, the Communicative Language Teaching method serves as the core of the new design. Various activities and small group work were used to focus learners' attention on the development of listening and speaking abilities. A detailed 2-week unit plan of 6 classes for intermediate adult English learners is provided to illustrate the method. (Contains 18 references.) (Author/NAV) ED385119
Lindquist, J. (1991). "No, Mother, I Don't Speak Japanese": Learning To Teach in an ESL Classroom. Insights into Open Education, v24 n4 1991 1991. The personal experience of an English-as-a-Second-Language (ESL) instructor is recounted in this discussion of how to teach non- or limited-English speaking students. With only 18 hours of ESL training, the instructor began teaching her first ESL students. The immediacy of feedback was recognized as a great advantage. Characteristics of effective teaching methods were found to include the following: comprehensible input, or giving students information they are able to understand; presentation of information in context; learning situations that are relevant and meaningful; purpose, or learning driven by real needs; comfort, or non-threatening learning situations; respect for native language and culture; and integration of literacy tasks around a theme or focus. Several successful methods and components are briefly summarized: Asher's Total Physical Response (TPR); TPR plus action songs, chants, and finger plays; the Language Experience Approach; shared reading; writing without a pencil (e.g., video, artwork, tape recordings); dialogue journals; text sets, in which known structures are applied to new learnings; readers' theatre and creative dramatics; participatory learning; the buddy system; and parent involvement. Contains 10 references. (LB) ED340237
Lipton, G. C. (1994). What Is FLES* Methodology?: An Overview. Hispania, v77 n4 p878-87 1994. Overviews some current approaches and practices of the basic aspects of foreign language in the elementary school (FLES) methodology and illustrates classroom implementation of these techniques. FLES practitioners need to explore ways to appeal to students to help them retain different types of Spanish content and gain new insights into Spanish cultures. (11 references) (Author/CK)
Littlebear, R. E., & Martinez, A., Ed. (1996). A Model for Promoting Native American Language Preserva}ion and Teaching. The Interface Alaska Multifunctional Resource Center developed a model for training Native American language teachers to effectively teach Native languages. The model provides Native American paraprofessional language teachers with basic knowledge of classroom techniques and effective teaching strategies. The training introduces the Total Physical Response (TPR) Approach and the Natural Approach as the primary teaching methods to be used by Native American language teachers. These approaches are orally- based, meaning that they develop language from the smallest oral components of the language to eventual conversational and technical fluency. The first training session addresses the affective domain of teaching and learning and the emotional aspects of language loss. The second session establishes a theoretical base by presenting teachers with selected theories of firs and second-language acquisition. This session also introduces Basic Interpersonal Communication Skills and Cognitive Academic Language Proficiency. The third session focuses on teachers forming a rationale for their involvement in the Native language preservation program. The goal is for teachers to make a long-term commitment to language acqiisition and maintenance. During the fourth session, teachers are introduced to whole language, sheltered language, accelerated learning, Total Physical Response Approach, the Natural Approach, and cooperaiive learning, and each of these methods is then related to teaching language through an oral-based approach. The last session focuses on lesson-plan building, curriculum development, and materials development. (LP) ED395736
Liu, D. (1995). Comments on B. Kumaravadivelu's "The Postmethod Condition: (E)merging Strategies for Second/Foreign Language Teaching." "Alternative to" or "Addition to" Method? TESOL Quarterly, v29 n1 p174-80 Spr 1995. This critique of an article by B. Kumaravadivelu argues that principles/strategies should not and cannot replace methods; it also takes issue with Kumaravadivelu's claim that his strategic framework is an alternative to, not simply an addition to, method. A reply by Kumaravadivelu is included. (Contains nine references.) (LR)
M
Madsen, H. S., & Bowen, J. D. (1981). Evaluating Contemporary Language-Teaching Methodologies through Historical Perspective. The comparative study of foreign language teaching methodologies benefits from an overview of the history of foreign language instruction, which begins with Roman youths learning Greek and, later, the classical form of Latin. In the Middle Ages and Renaissance, notable figures such as Erasmus and Montaigne espoused highly intensive though relatively unsystematic methods, though it was in this period that the love for the discipline of a grammatical system brought the grammar translation method into favor. By the end of the 19th century, the Natural and Phonetic Methods, reactions to grammar translation, had spawned the oral-aural Direct Method. The eclectic and thoroughly worked-out views of a figure such as Harold E. Palmer (1877- 1949) sound remarkably modern. The recurring ideas of contemporary methodologies are also recurring ideas of history (e.g., starting instruction at an early age). Both the success of the audiolingual approach and the views of its contemporary detractors can be understood through historical perspective. The many innovative methods currently in use (including Total Physical Response and the Silent Way) also owe their distinctive appeal to one or more time-honored principles of foreign language instruction. (JB) ED207339
Mangubhai, F. (1991). How Does One Learn a Second Language? Let Me Count the Number of Ways. A study used the think-aloud method to determine how adult learners beginning to learn a second language through oral input construct meanings, and what processing behaviors they engage in to help them construct future meanings more effectively. The subjects, 5 adult undergraduate and graduate students aged 23-55, were taught 20 Hindi lessons individually using the Total Physical Response method. Each lesson contained about 50 utterances, some of which were reviews of constructions already studied. The subjects were asked to think aloud and self-report when they were having difficulty during a teaching session. Sessions were videotaped, transcribed, and analyzed for patterns. Qualitative and quantitative differences in the strategies used to build on prior learning were found in all subjects, and five distinct styles emerged. Strategies included: focusing on single words; analyzing input into content of words and using pragmatic knowledge to determine meaning; translation; focusing on sentence constituents; processing in Hindi without resorting to translation; translating constituent parts when too complex for second-language analysis; separating the utterance into "chunks" before analysis of constituents; gestalt approach, with little conscious linguistic processing; induction of grammatical rules; inference by process of elimination; and repetition. (Contains 33 references.) (MSE) ED358695
Mangubhai, F. (1991). The Processing Behaviours of Adult Second Language Learners and Their Relationship to Second Language Proficiency. Applied Linguistics, v12 n3 p268-98 Spr 1991. Investigated the behaviors for processing language input demonstrated by five adults beginning to learn Hindi as a second language through the Total Physical Response method. The study suggests that, when adult learners are provided with comprehensive input, they engage in a variety of behaviors to extract meaning from it. (73 references) (GLR)
Marlatt, E. A. (1995). Learning Language through Total Physical Response. Perspectives in Education and Deafness, v13 n4 p18-20 Mar-1995. The Total Physical Response (TPR) method of language instruction is introduced, and guidelines for designing and implementing TPR lessons for students with hearing impairments are provided. In TPR instruction, students develop understanding before speech or signing, understanding is demonstrated through actions, and new vocabulary is developed through the use of commands and other verb forms. (PB)
Murphey, T. (1987). English through Music: Singing TPR, Walking Labs, & Music Matter. A discussion of the use of music activities in teaching English as a second language describes experiences with two different teaching environments and examines the reasons for the success of the approach. In one program, children aged 7 to 17 in an international summer camp learned English through songs and other music-related activities. The younger children used actions with songs, and the older children worked on music projects that related to their musical and social interests. The second program was an adult education class in which music appreciation was taught entirely in English to non-native speakers. These experiences support the belief that language courses should be taught for a specific purpose and with specific subject matter to a specific group to stimulate normal communicaiive activity, and that an interest in music and related movement is a strong motivator for language learning. (MSE) ED287292
Murphy, W. (1992). A Needs Assessment for English as a Second Language. Research Report. A study of data on 6,846 adult literacy education students in Pennsylvania gathered information on student characteristics, instructional settings, teaching methods, and program and policy needs. Results indicate that about 34% of the students were Hispanic, 31% were Indochinese, and 21% were from Eastern Europe and the Soviet Union. Three-quarters resided in the southeast/central part of Pennsylvania, with over 25% in Philadelphia. Most were in beginning level classes, and many were educationally disadvantaged, with literacy deficiencies common. About 20% received public financial assistance. In the 30 classes of English as a Second Language visited for the study, an obvious problem was overcrowding and lack of individual attention to students, with ramifications for classroom communication. Some teaching methods commonly used (Total Physical Response, the audio-lingual method, and cognitive methods) were not felt to be as effective as those that focus on enhancing communicative competence. The most controversial issue encountered was that of bilingual education versus use of the native language for instruction. Recommendations include reduction of class size; coordination with literacy councils to provide more volunteer tutors; use of public libraries for materials and field trips; and staff development workshops focusing on language teaching methods, specific difficulties related to first language, and cultural awareness. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED352858
O
Oller, J. W., Jr. (1984). A Preview of "Methods That Work.". A sampling of classroom approaches for second language teaching included in the book "Methods That Work: A Smorgasbord of Ideas for Language Teachers" is outlined. The methods covered include Total Physical Response, Silent Way, The Natural Approach, several dramatization techniques, and the pragmatic curriculum. It is concluded that these methods work because they require students to link up utterances in the target language with facts that are in some sense fixed or established, or at least imagined or portrayed in film or drama. Pragmatic theory suggests that this linkage will be easier to establish and that texts will be of greater benefit to the students to the extent that the texts are episodically organized, or logically structured and motivated by conflict. (MSE) ED274176
Organization. (1981). Cross Currents; Communication/Language/Cross-Cultural Skills, Volume VIII, Number 2. Cross Currents, v8 n2 1981 1981. The following articles on second language teaching techniques, English as a second language, and cross cultural communication are included: (1) "'Honne' and 'Tatemae': Tools for Developing Communicative Competence in a Second Language," by Gregory J. Thompson; (2) "Using Video-Taped Movies with Advanced ESOL Students," by Steven C. Linke; (3) "Teaching the English Verb System with Authentic Discourse," by Roberta G. Abraham; (4) "Oral Presentations in the ESP Classroom: Real World Simulation for Business/ESL Students," by Thomas M. Johnson; (5) "A New Look at Total Physical Response," by Dale T. Griffee; (6) "Incorporating Poetry in ESL Instruction," by Mary Ann Christison; (7) "The Scientific Manuscript: Overview and Guidelines for the ESP/ST Instructor," by John Christopher Maher; (8) "The Semi-Free Conversation Technique," by Linda Enga; and (9) "The Aurally-Based Lesson," by Harold Surguine. (EKN) ED219940
Organization. (1984). English as a Second Language: A Collection of Methods and Materials for Training Volunteers. This manual addresses a variety of issues in the recruitment and training of volunteer English-as-a-Second-Language (ESL) teachers. Sections on general topics focus on: recruiting tutors, recruiting students, determining when and where to train volunteers, developing the training workshop agenda, evaluating the workshop, introducing the training program to volunteers, assessing volunteer background, orientation to the program and workshop. Sections on ESL instruction address: the relationship between language instruction and culture; oral language teaching techniques (vocabulary, visual aids, dialogue, and grammar); oral language diagnosis; developing and evaluating instructional materials; other techniques (drills, Total Physical Response, real-life assignments); pronunciation instruction; reading instruction (ESL reading diagnosis, the language experience approach, using language experience to develop other skills, reading comprehension); and a review of procedures and priorities in tutoring. A 26-item annotated bibliography of ESL texts, ESL references, pronunciation references, and ESL training references is appended. (MSE) ED316051
Organization. (1987). Partners in Learning: Selected Articles from the First Five Years of the Volunteer Voice. This collection of articles is assembled from a variety of sources and contributors that together form a statewide network of volunteer programs teaching English as a Second Language (ESL) to refugees. The articles are divided into the following sections: (1) teaching tips; (2) "talk time" (concerning a weekly conversation session); (3) discussions of tutors' classroom experiences; and (4) personal narratives of students. The first section, on teaching tips, contains brief expository articles and descriptions of classroom techniques under the following headings (1) using the Total Physical Response method; (2) focusing on listening, speaking, and thinking; (3) implementing literacy activities; and (4) using games and projects. The second section contains seven articles describing variations on a conversational activity in which volunteers and language learners meet informally. Tutors' narratives of teaching activiiies and experiences with students are presented in the third section, and in the fourth section, personal learning and acculturation experiences are presented from the student's perspective. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED316063
Organization. (1988). Wir Sprechen Deutsch: An Elementary Foreign Language Summer School Program. Grades K-8: A Guide for Teachers. This guide contains daily lesson plans for a 4-week, 4-hour a day immersion program for an introductory German-as-a-foreign-language program. The program uses repetition, gestures, realia, puppets, and comprehension-based activities such as Total Physical Response; it also uses illustrations designed to promote the goals of comprehension, production, and cultural awareness at the level of Novice-High/Intermediate/Low on the American Council on the Teaching of Foreign Languages scale. The guide proper consists of a program description, a vocabulary list, a suggested daily activities section, and a basic materials list. By far the greater part of the guide is made up of five appendixes. These contain: (1) activity sheets; (2) visual aids; (3) suggestions for cultural activities; (4) a section on "The Three Bears" and "Little Red Riding Hood" for elementary and intermediate pupils; and (5) a section of word search and crossword puzzle activities. The illustrations, i.e., black and white drawings of visual aids, games, paper-doll cutouts, etc., are included in the appendixes. (JC) ED342229
Organization. (1989). Ideas That Work in Small Schools K-6. This packet describes 10 promising practices identified in small and rural elementary schools in New Hampshire, New York, and Vermont. Descriptions of the following innovations are presented: (1) community volunteers with diverse talents and experience became enrichment "teachers" during school time for students in intermediate grades, for which local businesses contributed money and materials, and school staff provided backup; (2) educators established a bridge between school and community through an unusual newsletter giving equal space and emphasis to each; (3) foreign language classes for grades 5 and 6 used the Total Physical Response approach, which patterns second language instruction on first language acquisition; (4) a fifth grade teacher successfully instituted individualized mathematics instruction in her self-contained classroom; (5) a rural school district completed self-assessments of seven educational aspects, developed action plans based on assessed needs, and set up district-wide task forces to address various improvement goals; (6) the Explore/Enrichment Program provided individual enrichment activities to students with special interests and talents while avoiding labeling and IQ screening; (7) primary teachers modified Mastery Learning techniques for use in their own outcomes-based instruction, and noted several objective indicators of student improvement; (8) a poor rural school district cooperated with a local youth and family agency to provide giidance and counseling in elementary schools; (9) primary students improved language skills by working on language activities in cross-age ability groups; and (10) "clusters" of 50 children, 2 regular classroom teachers, and a special education teacher replaced the typical classroom organization and overcame many negative aspects of pull-out remedial programs. Each description includes a contact person and suggestions for educators considering such a program. (SV) ED310906
Organization. (1990). Volunteer Voice. Vol. VII, Nos. 1-5, June 1989-January 1990. Volunteer Voice, v7 n1-5 1989-1990 1990. This document consists of five issues of a newsletter of an English-as-a- Second-Language (ESL) and refugee acculturation program operating in Tacoma and Seattle, Washington. Articles include: a bibliography of textbooks recommended to ESL teachers and tutors; professional news and announcements; a discussion of lesson planning; an explanation of common Southeast Asian medical practices; classroom warm-up activities; suggestions for understanding the sources of and overcoming some cultural conflicts between Asians and Americans; a narrative of a church delegation's trip to El Salvador; a teacher's account of the use of the Total Physical Response method for ESL instruction; an analogy of recent refugees to early American pilgrims; notes on storytelling in class using "Br'er Rabbit and the Tar Baby"; and a teaching method book review. (MSE) ED329099
Organization. (1993). Help They Don't Speak English Starter Kit for Teachers of Young Adults. Revised. This resource guide for educators of limited-English-proficient (LEP) migrant students targets survival English for adolescent and adult students. The initial section describes the adult migrant as student and discusses adult language acquisition, English-as-a-Second-Language (ESL) teaching methods, principles of adult learning, and tips for new ESL teachers. The section on "Survival English" contains sample lessons taken from a variety of survival English texts at various difficulty levels. The lessons include reproducible worksheets. A section on teaching techniques includes specific instructional strategies, such as total physical response and whole language, that are particularly useful with LEP students. The assessment section contains examples of informal assessments for determining levels of English language proficiency. The culture section presents observations about the Mexican-American and Haitian cultures. The guide provides names, addresses, and telephone numbers of resource agencies that offer teaching services and materials for LEP students. A section titled "Dropouts: Ways to Retrieve and Help Them" includes strategies for finding this hard-to- reach population and recommendations for continuing their education. The guide also includes a short annotated bibliography and several additional readings. (KS) ED372890
Organization. (1994). Help They Don't Speak English Starter Kit for Administrators. This resource guide is designed to assist administrators and teachers of limited-English-proficient (LEP) migrant students. A section on students' rights highlights key federal legislation, court rulings, and administrative regulations addressing language-minority students and the legal responsibilities of educational agencies serving them. The guide explains administrative responsibilities in terms of registering, placing, and serving LEP students. A section for teachers with LEP students describes strategies such as total physical response, cooperative learning, language experience, reading aloud, shared reading, process writing, and language learning in the content areas. A section on assessment provides some suggestions for getting started on assessing the language proficiency of migrant students. The guide offers general guidelines and strategies for cross-cultural education. It also suggests ways to involve parents of migrant children in their child's schooling. The resource section contains lists and descriptions of resource organizations, suggested materials for students and teachers, sources of English-as-a-Second-Language (ESL) materials, federal education programs for LEP students, and a glossary of second language education terms. It also contains additional readings on ESL programs, sheltered English instruction, grade retention, collaboration, and ESL teacher education. The text is preceded by an ERIC digest on the topic of helping new LEP students. (KS) ED372891
Organization. (1996). Teaching Adults: An ESL Resource Book. The resource book was designed for teachers of adult learners of English as a second language (ESL). It provides background information on language acquisition, adult learning, and cross-cultural issues, and presents specific teaching techniques and activities. An introductory section outlines the principles of adult and second language education on which the materials are based. The second section examines second language learning in greater detail, including the four basic language skills, specific functions of language, and areas in which individual language learners' differences must be taken into account in teaching. The third section looks at issues in cross-cultural communication, in general and situation-related. The next chapter discusses needs and skills assessment. Subsequent sections provide guidelines and activities for teaching listening and speaking (vocabulary development, grammar, idioms, conversation, English phonology), reading and writing (language experience approach, pre-reading, word recognition, development of fluent oral reading, beginning writing, guided writing, free writing), and integrated communication activiiies (information grids, information gaps, and other integrated communication techniques). The final section outlines principles and steps in lesson planning, and contains sample completed and blank lesson plan activity sheets. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED408864
Oxford, R. (1989). The Role of Styles and Strategies in Second Language Learning. ERIC Digest. ED317087
P
Parish, C. (1985). In Defense of Innovative Methods. A discussion of the growing assumption that the theories and approaches of the Silent Way, Counseling-Learning, Total Physical Response, Comprehension Training, and Suggestopedia deal with trivial issues rather than with the primary substance of language teaching and learning examines the question of rigorous scientific experimentation with methods and the limitations of certain types of experiments, the importance of the uniform emphasis on the affective component, the issue of attitudinal problems as separate from cognitive tactics in learning, and the accepted validity of the psycho- and sociolinguistic premises underlying these methods. It is proposed that the recognition of and compensation for the failure-orientation of language students may logically precede concern with the more currently respectable issues of curriculum development and language program design. The attention given to overcoming negative attitudes and experiences is seen as an essential, basic, and nontrivial component of the entire language pedagogy situation, and vital to the teaching profession. (MSE) ED258457
Pesola, C. A. (1988). Experiencing German in the Elementary School: Tapping a Natural Resource. Unterrichtspraxis, v21 n1 p51-54 Spr 1988. Elementary school German programs can demonstrate both the value and the accessibility of the German language. Cultural experiences make both the language and the countries in which it is spoken inviting and attractive, and successful elementary programs can overcome old prejudices. (Author/MSE)
Pino, B. G. (1989). A Comprehensible Input Sequence for ESL. The concept of comprehensible input in second language learning is applied to the teaching of English as a Second Language. Techniques for teacher adaptation of materials and classroom presentation are outlined. The first step is assembly of topic-appropriate pictures and the production of simple third-person statements to accompany them. Leisure is the theme used here for illustration. With the introduction of pictures and statements, the teacher can begin the process of checking input comprehension, using questions for three purposes: comprehension check, recall, and extension. For further use of the same material, the teacher can change to first- and second-person questions and statements, a technique that personalizes and extends the approach. Total physical response activities can be integrated into this comprehensible input sequence, with students acting out commands. At this point, the teacher can vary the process by moving from the pictures and students to charts, asking yes/no questions, introducing a true/false listening activity, and/or using a multiple-choice listening activity based on the chart's content. The teacher can prepare brief passages about the activities of selected characters for use in a scanning activity. Additional applications for developing all language skills and for student testing and grading are suggested. (MSE) ED314933
R
Rabideau, D. (1989). Teaching Strategies for ESOL Literacy. A number of language classroom activities designed to incorporate the senses into the English-as-a-Second-Language learning process are described. The strategies used involve group problem-solving, role-playing, information-gap activities using drawing and visual aids, the Total Physical Response approach, student-developed illustrations, games and quizzes, peer tutoring, and inclusion of multisensory activities. Related classroom issues are discussed briefly, including student literacy level, aiming at grammatical accuracy rather than language fluency, and promoting independent language learning. a brief list of references is included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED347855
Ranadive, J. (1993). Staff Helping Attain Relevant Education (Project SHARE): Final Evaluation Report, 1992-93. OREA Report. Project SHARE (Staff Helping Attain Relevant Education), a project funded by Title VII of the Elementary and Secondary Educaiion Act, was in its third and final year of operation in 1992-93, in eight primary schools in the Bronx, Brooklyn, and Manhattan (New York). The project served 141 limited English proficient students from low-income families in 1992-93 by providing English-as-a-Second Language (ESL) instruction using total physical response and multisensory and literature-based approaches and providing native language arts instruction (in Spanish) using language experience, whole language, and literature-based approaches. Project SHARE offered training to teachers, paraprofessionals, supervisors, administrators, and parents on issues related to multicultural assessment and bilingual instruction in special education. The project also provided workshops and training activities on consultation and assessment processes and on instructional techniques. Project SHARE provided parents with materials and information to enable them to assist their children at home and offered parents a variety of workshops. Project SHARE met all seven of its staff development objectives and all three of its parental involvement objectives. It did not meet its ESL objective or its objectives for the mastery of English, Spanish, and social skills. Appendices provide a list of instructional materials, a class schedule, and a staff questionnaire. (JDD) ED374629
Reck, D., & Others, A. (1986). Tutoring ESL: A Handbook for Volunteers. This handbook is designed for use by Tacoma Community House volunteer tutors of English as a Second Language (ESL) as a supplement to basic volunteer training. The handbook includes detailed information in areas briefly covered during training and specific instructional ideas and class activities. A section on getting started discusses the cultural differences volunteers are confronted with, getting to know the student and his needs, breaking the ice, choice of ESL resources, effective student-teacher communication, and the four language skills: listening, speaking, reading, and writing are emphasized. A chapter on lesson planning discusses problems to anticipate, and procedures for specific activities such as review and pronunciation drills. The third section discusses a variety of materials, standard techniques, and projects such as the use of visual aids, student journals, songs, the Total Physical Response method and the Language Experience Approach. The fourth section describes a wide variety of activities for practice, drills, and games, and the fifth section focuses on the purposes, uses, and content of vocational ESL. The fifth section contains a list of language functions needed in entry level jobs. Appended materials include a list of volunteer programs assisted by the Tacoma Community House volunteer training project, a 28-item bibliography, a list of teacher resources, and the master plan of the Washington State Adult Refugee Project. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED316065
Reyes, A. F. (1989). Workplace ESL Teachers Manual. The manual is intended for teachers in workplace English-as-a-Second- Language (ESL) programs, and contains ideas and techniques that both experienced and less experienced teachers in a wide variety of workplace ESL classes might find helpful. Sections address the following topics: (1) helpful hints for creating a successful educational environment and experience; (2) the realities of the workplace ESL teaching situation; (3) guiding principles for working with low-level literate or non-literate students; (4) innovative approaches to second language teaching, including the Total Physical Response method, jazz chants, dialogues and role plays, and the functional/notional approach; (5) ice-breakers, including a strip story, tongue twisters, and a cloze exercise; and (6) appropriate grammar lessons in ESL literacy instruction at two levels beginner to low intermediate and high intermediate to advanced. A teacher self-observation checklist and a brief list of suggested readings on workplace ESL instruction conclude the manual. (MSE) (Adjunct ERIC Clearinghous on Literacy Education) ED318293
Richard-Amato, P. A. (1988). Making It Happen: Interaction in the Second Language Classroom, From Theory to Practice. A discussion linking theory and practice in second language instruction focuses on ways of providing opportunities for meaningful interaction in language classrooms. The first part lays a theoretical foundation, looking at: the variety and evolution of instructional approaches from grammar- based to communicative; the classroom as environment for language acquisition; principles of the interactive approach; the episode hypothesis of learning and selection of appropriate materials; and the role of the affective domain. Part 2 explores a variety of classroom teaching methods and activities, including: Total Physical Response and the role of the audio-motor unit of commands; the natural language approach and its extensions; use of jazz chants, music, and poetry; storytelling, role play, and drama; games; and affective activities. Part 3 addresses practical issues of classroom management, instructional materials, placement tests, and instruction linking content areas and language learning. The fourth part contains descripiions of existing English-as-a-Second-Language and foreign language programs, and the fifth part presents related readings on how language is shaped, the notional syllabus, communicative methodology, second language acquisition theories, providing input for acquisition, the learning-development relationship, personality factors, testing approaches, and language proficiency, bilingualism, and academic achievement. A substantial bibliography and index are included. (MSE) ED355815
Richards, J. C., & Rodgers, T. S. (1986). Approaches and Methods in Language Teaching: A Description and Analysis. Each major trend in 20th-century second language teaching is explained, and similariiies and differences are highlighted. An introductory chapter offers a brief history of second language teaching. The second chapter outlines a model for examining and comparing the different approaches. This model is used in subsequent chapters to describe methods and approaches according to their underlying theories of language and language learning, learning objectives, syllabus design, roles of teacher and student, instructional materials, and classroom procedures and techniques. When appropriate, historical links to other methods or approaches are noted. Subsequent chapters look at these methods in those terms: the oral approach and situational language teaching; the audiolingual method; communicative language teaching; Total Physical Response; the Silent Way; community language learning; the natural approach; and suggestopedia. The final chapter offers additional suggestions for comparing and evaluating methods. (MSE) ED375616
Rosenbush, M. H., Ed. (1995). Iowa FLES Newsletter, 1985-1995. A Newsletter for Teachers of Foreign Language in the Elementary School. Iowa FLES Newsletter, v1-10 1985-1995 1995. The first ten years (30iissues) of the newsletter for Iowa teachers of foreign language in the elementary school (FLES) contain a variety of articles on both curricular and extracurricular FLES programs and teaching. Topics addressed include: teacher certificaiion; summer language camps; multicultural education and cultural awareness; program development; program articulation; pupil pairing across age groups; a survey of Iowa FLES teachers; bringing FLES into the curriculum; classroom games; professional networking; summer teacher training opportunities; program design; Total Physical Response; simulation of a flight to Germany; lessons from an immersion program; extracurricular FLES; student motivation; Iowa census data on FLES programs; international studies; a program integrating language, art, history, and poetry; state foreign language education policy formation; attitudes toward FLES; special needs education; the FLES teaching experience; instructional units and class activities; integration of language and culture in the classroom; Japanese FLES instruciion; research on FLES benefits; sign language to enhance second language learning; business support for FLES; and making a conference presentation. Professional association news, professional and conference notes, and book and materials reviews are included. Most articles are not language- specific; instructional materials and teaching resources reviewed refer primarily to French, German, and Spanish. (MSE) ED400677
Roth, P. W. (1982). Eye-Openers for ESL Teachers. "Teaching for the moment," an approach to teaching English as a second language (ESL), is described. In addiiion to using nonclassroom moments to expose students to language discovery, this approach involves changing instructional materials to get to the students' level of language and experiential development. It also involves taking advantage of each situation as a potential learning experience within the classroom. For example, a bird flying into an open window in the classroom was used to present continuous tenses to describe what the bird was doing at various times. Teachers can provide variety in the classroom learning experience by using different teaching methods, including audiolingual, silent way, suggestopedia, counseling learning, and total physical response approaches. When students in the ESL classroom are having difficulty with some aspect of the language in the middle of a lesson, the teacher may teach the corrections on the spot. Specific ways to improve interest in ESL instruction and make it relevant to the students' environment may include using Mother Goose nursery rhymes to teach comprehension and culture or simple line drawings (droodles) to elicit oral responses from students. The need for teachers to know where language resources exist, and implications for teacher trainers, curriculum writers, and program directors are briefly addressed. (SW) ED224348
S
Sano, M. (1986). How to Incorporate Total Physical Response into the English Programme. ELT Journal, v40 n4 p270-77 Oct 9986. An experimental project attempted to incorporate Total Physical Response (TPRa method which requires learners to respond physically to imperatives given by the teacher to teach certain aspects of the language) into an English course in a Japanese junior high school. Results indicated that TPR shows potential for usefulness in second language programs. (Author/CB)
Schneider, J. M. (1984). PTA and TPR: A Comprehension Based Approach in a Public Elementary School. Hispania, v67 n4 p620-25 1984. Describes a pilot program offering conversational Spanish to elementary school students. The "Total Physical Response" technique was used initially, followed by an emphasis on comprehension and the creation of a natural language environment, all as means of facilitating second language acquisition at the children's level. (SL)
Segal, B. (1981). Teaching English Through Action. A complete teaching guide is presented for teaching English as a second language (ESL) according to the Total Physical Response (TPR) approach as was researched by James J. Asher of San Jose (California) State University. The method is based on the following premises: (1) understanding the spoken language should be developed far in advance of speaking; (2) comprehension, much of the grammatical structure, and hundreds of vocabulary items can and should be learned through movement of the teacher's and the student's body; (3) speech is natural and developmental, and will emerge naturally iniits own time; and (4) students should not be rushed into reading and writing before they have had ample listening and speaking experience. The 10 unit plans in this guide contain an overview of the vocabulary to be taught via commands, specific directions on what commands are to be presented, an oral review lesson, and grids for individual and small group record keeping. The guide is appropriate for teaching beginning and intermediate ESL on any age level. (Author/AMH) ED224291
Segal, B. E. (1987). Teaching English through Action: Total Physical Response (T.P.R.). A Right- Brain/Left-Brain Approach to Language Acquisition. A Workshop. Materials from a teacher workshop on the Total Physical Response method for teaching English as a second language are presented. The technique describes the process of first language acquisition, uses physical activities in the classroom to reinforce learning, and allows a long period of receptive language learning before requiring production. The notes give basic procedures for a listening (receptive) lesson, a vocabulary unit, an initial lesson in basic commands, a lesson in body parts, a lesson in classroom objects, a review lesson, and a chart to record student progress. (MSE) ED285428
Smith, T. W., Ed., & Others, A. (1982). Cross Currents: Communication/Language/Cultural Skills, Volume IX, Number 2. Cross Currents, v9 n2 Fall 1982 1982. This biannual journal presents articles, teaching ideas, and book reviews on a range of topics related to the teaching and learning of English as a second language and cross cultural communication issues, especially in regard to Japan and Japanese students. The nine articles address the following topics: (1) interview exercises based on the Community Language Learning approach, (2) a model for characterizing non-native varieties of English, (3) the feasibility of developing a Japanese English adapted to Japanese language and culture, (4) the use of folk tales to develop communicative competence, (5) the Total Physical Response approach, (6) teaching English for specific purposes, (7) a game for stimulating class discussion, (8) two reading or listening exercises, and (9) games for teaching English. (RW) ED226604
Snow, M. A. (1986). Common Terms in Second Language Education. This glossary defines terms commonly used in second language education, including the subfields of foreign language education, bilingual education, and English as a second language. Its purpose is to minimize confusion about the use of the terms. The terms include: language/linguistic majority student; language/linguistic minority student; limited English proficient; non-English proficient; English-only; fluent English proficient; English as a second language (ESL); English as a foreign language (EFL); bilingual education; transitional bilingual program; maintenance bilingual program; pull-out program; foreign language in the elementary school (FLES); foreign language experience (FLEX); immersion education; early partial immersion; delayed immersion; late immersion; double immersion; structured immersion; two-way bilingual immersion; sheltered instruction; the Natural Approach; Community Language Learning (CLL) or Counseling Learning; Total Physical Response (TPR); Suggestopedia; Silent Way; and content-based instruction. (MSE) ED278259
Sprayberry, R. R. (1993). Using Multimedia To Improve the Aural Proficiency of High School Students of Spanish. An experimental study investigated the effectiveness of multimedia instruction in improving listening comprehension of high school students studying second-year Spanish. Specific comprehension difficulties were found in recognizing linguistic and cultural implications, making guesses based on key words and phrases, and understanding and responding appropriately to information given orally. Six major causes for the problems were identified: neglect of listening comprehension skills in instruction; student lack of discriminatory listening techniques; inadequate knowledge of Spanish vocabulary, syntax, and grammar, and native language interference; lack of knowledge of linguistic and cultural connotations in some words and phrases; inadequate textbook treatment of listening strategies; and ineffective native-language listening skills. A multimedia instructional approach was adopted with 50 randomly selected students. Techniques used include paired and group work, listening stations in the classroom, student-written cultural notebooks, student-generated lists of listening strategies, filmstrips and videos, use of Total Physical Response commands, student creation of visual aids, minidramas and skits, telephone conversations and interviews, creation of commercials, games, and guest speakers. Students were receptive to and enthusiastic about the process, and posttests indicated significant language achievement gains over the period of treatment. (MS)) ED358735
T
Terrell, T. D. (1982). Teaching Comprehension Skills in the Natural Approach. The Natural Approach to teaching second language communication skills is described. The Natural Approach is based on the proposition that acquirers in natural situations go through three stages: comprehension, early speech, and speech emergence. Provision of comprehensible input allows beginning learners to teach themselves how to speak. Thus, listening comprehension is the most important skill for beginning language learners because it allows speech to develop. Three techniques for teaching listening comprehension skills through the Natural Approach are detailed: total physical response in which learners respond to commands; description of the characterisiics of people and objects in the immediate environment; and description of the contents of magazine pictures. The purpose of the techniques is to give comprehensible input in a second language without requiring the learners to speak. (RW) ED225405
Terrell, T. D. (1982). The Natural Approach to Language Teaching: An Update. Modern Language Journal, v66 n2 p121-32 Sum 1982. Discusses assumptions of natural approach for second-language instruction, including belief that the classroom should be devoted to activities which foster acquisition; student speech errors should not be corrected directly; and students should be allowed to respond in target language, native language, or both. Posits stages of language acquisition, including comprehension or preproduction, early speech production, and speech emergence. (Author/BK)
Tezozomoc. (1997). Revernacularizing Classical Nahuatl through Danza (Dance) Azteca-Chichimeca. Traditional Danza Azteca-Chichimeca (an indigenous dance society) contains the elements required for the intergenerational revernacularization of an indigenous language, in this case classical Nahuatl. These requirements entail creating an intergenerational environment in which participants can gain prestige, friendship, and affection and can engage in community building and spiritual centering. This paper provides historical background on Danza and describes efforts of several Danza groups in Los Angeles, California, to bring back classical Nahuatl into daily use. The first sections of the paper discuss the linguistic classification and morphology of Nahuatl, the resistance of Mexico's indigenous peoples to Spanish during the postcontact and colonial periods, Mexican federal policies toward indigenous languages and identity since the Mexican Revolution, and the history of Mexican indigenous dance and dance societies. Grupos Unidosa coalition of "danzantes" (dancers) in Los Angeles was formed to better disseminate cultural and linguistic knowledge within Danza. Classes were held on Nahua history from an indigenous perspective, Danza steps, creation myths, indigenous musical instruments, and classical Nahuatl. Although most danzantes were native Spanish speakers, Nahuatl was the dominant indigenous language of origin. In ongoing classes, danzantes seek to learn Nahuatl using categorized trilingual word lists, dictionaries, and the total physical response method involving song and dance. The interconnectivity of Danza has served to spread the language reversal project from California to Texas to Mexico City. Contains 20 references and a list of 11 Nahuatl dictionaries and grammars. (SV) ED415065
Thayer, Y. V. (1988). Getting Started with French or Spanish in the Elementary School: FLES Materials and the Cost in Time and Money. Two articles address issues in the development of French and Spanish language programs in elementary schools: instructional materials and time and money factors. The information presented is drawn from experience in developing the Radford, Virginia FLES (Foreign Language in the Elementary School) program. The first article describes some aspects of the Radford program and lists recommended instructional materials for French and Spanish, including basic texts, Total Physical Response materials, supplements to the basic text, videotapes, computer software, games, audiotapes, filmstrips, teacher reference books, readers, flashcards, workbooks, and other helpful items. Publishing company names are included. The second article describes the Radford planning experience in scheduling and financing its program. (MSE) ED294450
Thiele, A., & Schneibner-Herzig, G. (1983). Listening Comprehension Training in Teaching English to Beginners. System, v11 n3 p277-86 1983. A test comparing two groups of beginning learners of English as a second language shows that teaching listening comprehension accompanied by prescribed gestures - "total physical response" - instead of speech production, provides better language acquisition than conventional methods, as well as less anxiety and higher motivation for language learning. (SL)
Tomscha, T. (1986). Using TPR Communicatively. The Total Physical Response (TPR) method of teaching languages, while found to be effective and theoretically interesting, appears to have limitations in some circumstances. In a British program of English as a second language, TPR was found to be useful only for teaching vocabulary and only at low levels; the language it produced (imperatives and responses to them) was not very useful to students in real-world situations. In addition, students were frustrated by not being allowed to speak. A sequence applying the approach to the common experience of shopping was developed, and a dialogue for which the students needed to learn only a few simple forms was devised. Another extension of TPR using simple past questions requiring only negative or affirmative answers and using prompting cards was also created. This technique combines effective features of TPR and an introduction to various tenses and lexical sets. The benefits of TPR are that the action enhances memory, the physical movement provides variety, there is maximum student praciice, the paralinguistics are useful as cultural information, and it is an enjoyable activity. Examples of language sequences and illustrations are included in the text. (MSE) ED273133
Towell, J., & Wink, J. (1993). Strategies for Monolingual Teachers in Multilingual Classrooms. A group of instructional strategies for monolingual teachers to use with elementary and secondary school students with limited English skills are described. The strategies are drawn from a teacher education curriculum focusing on this issue. All are based on the notion that monolingual and bilingual teachers can team teach to break down linguistic and cultural barriers in the classroom. All were also experienced by monolingual and bilingual teaching credential students in the course of a demonstration. They include the Total Physical Response technique, sheltered subject matter teaching, use of comprehensible input, efforts to lower the affective filter of students, use of realia, dramatization of a story, and monolingual-bilingual team teaching for primary language instruction. Some useful student reading materials and teacher resources are noted. Contains 20 references. (MSE) ED359797
W
Weatherford, H. J. (1990). Techniques for Learning Vocabulary. A variety of classroom techniques for second language vocabulary learning are described, based on the principle that different approaches work with different students under varying conditions. The techniques include: rote rehearsal; the use of visual aids, including items that are acted out by students for the benefit of the class; role-playing; vocabulary learning in a specific cultural context; vocabulary learning through art activities; the root-word approach; mnemonic techniques such as the keyword approach; use of the notion of semantic fields to illustrate conceptual relationships between words; two types of vocabulary learning through music (simple songs, and the suggestopedia method); physical activities, as in Total Physical Response instruction; study of cognates and direct borrowing; study of loan translations; use of soap-opera style drama tapes in the language laboratory; analogies; computer-assisted instruction through drills and games; and synonyms. Investigation of additional channels for vocabulary learning such as journal writing and the recording of new words learned is recommended. (MSE) ED332499
Whitman, C. (1986). Using Natural Approach Teaching Techniques. British Journal of Language Teaching, v24 n2 p87-91,115 Fall 1986. Describes a beginning foreign language class applying the principles of Stephen Krashen's "Natural Approach" and James Asher's "Total Physical Response" method. Initially students carry out the instructor's commands in the form of actions rather than being required to speak. In later stages role play and simple discussions are introduced. (LMO)
Wiley, P. D. (1984). The Status of Foreign Language Education: 1984. Tennessee Education, v14 n1 p3-13 Spr 1984. Presents a brief history of the status of foreign language instruction from 1953 to 1984. Summarizes research on effects of foreign language study. Describes the foreign language education program at the University of TennesseeKnoxville, providing an overview of the organization, curricular content, and methodology. Evaluates Knoxville's unique elementary language program. (Author/NEC)
Wiley, P. D. (1985). [title]. Research has documented that the study of a second language in an elementary school may positively affect the young child's general school achievement and linguistic progress, promote superior performance in high school language study, result in significantly higher mental maturity, make children more language-aware, and improve other cognitive skills. In response to requests from the community for elementary school instruction, the Foreign Language Education Department of the University of Tennessee at Knoxville (UTK) developed a foreign language experience (FLEX) program for the kindergarten and first grades at an elementary school in 1982. Five graduate students from the UTK programs taught the three-quarter elementary Spanish course for college credit, using the Total Physical Response method and conducting classes in Spanish as much as possible. Response to the program by parents, teachers, and students has been positive and enthusiastic, and some interest has been expressed in expanding the program and making it an integral part of the elementary school curriculum. (MSE) iitle: A Model FLEX (Foreign Language Experience) Program for the Elementary School. ED256171
Wrigley, H. S. (1993). Innovative Programs and Promising Practices in Adult ESL Literacy. ERIC Digest. ED358748
X
Xu, H. (1993). My Personal Philosophy in Teaching English as a Second Language: Some Methods I Used in Teaching English to Chinese Freshmen in Xi'an Foreign Language University. The question in English-As-Second-Language (ESL) classrooms is not whether a teaching method is good or not, but whether the teacher knows how, for what purpose, for what kind of students, and in what language situation a particular method is used to enhance learning effectively. In teaching English to Chinese students at Xi'an Foreign Language University (China), a teacher considered several factors (age, level of proficiency, native language, place where English was taught, and motivation) in choosing methods. The teacher's perception of the purpose of teaching (to enable students to acquire strong linguisiic competence in the shortest possible time) also influenced the decision about teaching method. One method chosen was the audiolingual method. The grammar-translation method is also good for promoting language proficiency among students, and the advantages of using this method with Chinese ESL learners are: (1) teachers can bring to the students' attention the conceptual differences between English and Chinese; and (2) translation in the classroom is both economic and effective in explaining a concept. Another approach to grammar rules, the total physical response approach, is also described. When beginning adult ESL learners, the emphasis should be placed on listening and speaking because these skills can help them practice new vocabulary, sentence structure, and grammar rules. Pattern drill exercises help students to acquire the basic skills, especially patterns. Teachers should take time to analyze criticisms associated with various teaching methods before actually choosing one. Methods should be chosen from the most mechanical to the most communicative. (Contains 11 references.) (JP) ED366179
Z
Zuern, G. (1982). From Action to English: Reality in the Classroom. TESL Talk, v13 n1 p92-97 Win 1982. Describes use of total physical response as a teaching strategy in English- as-a-second-language classes. Students act out commands from teacher with no initial emphasis on oral production. This approach makes a lesson more real to students and physically involving them makes for more successful learning. (Author/BK)
Email this page to a friend
Add or change any text to your message in the field below:
