Post on 14-May-2018
How Do I Explain Grammar in a TPRS Classroom?
Lizette LieboldNBCT-WL-EAYAProject COACH
Please sit with someone who teaches the language you teach.
Please take out a reading passage thatyou might use in your classroom
My Journey to TPRS⦿ Beliefs
⦿ Frustrations
My Journey to TPRS⦿ Beliefs
⦿ Frustrations
What Are Your Beliefs and Frustrations?⦿ Beliefs
⦿ Frustrations
My Epiphany⦿ 3 day conference with Susie Gross
• Demo• Second Language Acquisition Theory
⦿ Learning⦿ conscious learning⦿ about the language⦿ knowing rules⦿ being aware of rules⦿ being able to talk about
rules
Second Language Acquisition⦿ Acquisition-Learning Distinction
⦿ Acquisition⦿ first language⦿ subconscious⦿ effortless
Second Language Acquisition• Input Hypothesis• Language is acquired when learners
understand messages in the TL.
ACTFL Position Statement⦿ ACTFL…recommends that language educators
and their students use the TL as exclusively as possible (90%) at all levels of instruction during instruction time and, when feasible, beyond the classroom
ACTFL Position Statement1. provide comprehensible input that is
directed toward communicative goals; 2. make meaning clear through body
language, gestures, and visual support; 3. conduct comprehension checks to ensure
understanding; 4. negotiate meaning with students and
encourage negotiation among students
ACTFL Position Statement5. elicit talk that increases in fluency, accuracy,
and complexity over time; 6. encourage self-expression and spontaneous
use of language; 7. teach students strategies for requesting
clarification and assistance when faced with comprehension difficulties; and
8. offer feedback to assist and improve students’ ability to interact orally in the target language.
SLA⦿ Monitor Hypothesis
⦿ Learning is used as monitor or editor⦿ Used to change the form of the utterance
before or after we write or speak⦿ Conditions necessary for use
⦿ focus on correctness ⦿ know the rule ⦿ have time to apply rule
Natural Order⦿ Acquisition of grammar structures
occurs in a natural and predictable order.
⦿ Early acquired vs late acquired
⦿ Changes that affect the meaning of an utterance are early acquired
Natural Order⦿ Earlier acquired
⦿ voy/va⦿ voy/fui⦿ je vais/je suis allé
⦿ Acquired laterel cine/la cinefalda roja/rojocontent/contenteje pense (que) je suis …
What do the experts say?⦿ Stephen Krashen
⦿ Bill Van Patten
In the classroom⦿ How is language acquired and what are the
ramifications of this in my classroom?
⦿ What skills do you want to emphasize?
Pop-up Grammar⦿ When students ask a question.⦿ Form that you want to focus on
⦿ 5-10 seconds⦿ Learn to avoid metalanguage⦿ Keep it short⦿ Start with structures that are early acquired
discarding the metalanguage⦿ Work with a partner⦿ Choose any reading from the language you
teach.⦿ Start anywhere in the reading.⦿ Practice explaining the grammar items in the
reading without using traditional terms.⦿ Keep your explanation to 5 seconds or fewer.
Using Color⦿ Ed quiere ir al cine.
⦿ Ed quiere ir al cine.⦿ Ed wants to go to the movies.
⦿ Ed quiere ir al cine.⦿ Ed wants to go to the movies.
Color Coding
⦿ Su mamá quiere que Ed vaya a la biblioteca.⦿ His mom wants Ed to go to the library.
⦿ H
⦿ Su mama quiere que Ed vaya a la biblioteca.
⦿ Su mama quiere que Ed vaya a la biblioteca.⦿ His mother wants Mike to go to the library.
Restate ⦿ Restate to class
⦿ First skill of circling⦿ Speaking to class using correct language⦿ Provides CI
Clarification⦿ Comprehensible⦿ -No correction needed
⦿ Appropriate⦿ - Recycle and rephrase
Recasts⦿ Correct with yes!
⦿ I fly to Korea last year.
⦿ Yes! Class, he flew to Korea last year.
Restate vs Recasts⦿ Corrective reformulation of all or part a student’s utterance.
⦿ Implicit feedback, there is no overt indication that an error has been committed,
⦿ learner centered⦿ unobtrusive⦿ don’t impede the flow of information⦿ not an embarrassing form of correction⦿ give correct language input
The comparative effectiveness of recasts and prompts in second language classrooms
Recasts⦿ Restatement becomes recast⦿ Corrective reformulation of all or part a student’s
utterance.
⦿ T: When you were in school?⦿ L: Yes. I stand in the first row.⦿ T: You stood in the first row?⦿ L: Yes, in the first row, I sat in the first row.
Prompts⦿ Prompts encourage learners to correct their
errors themselves.
⦿ Try that again⦿ You said that he … or Y⦿ Did you mean X
How to teach tense⦿ Tell story in present; retell in past.⦿ Use natural language. ⦿ Interview actor as the story unfolds.⦿ Compare with students in class using present
tense.
Guarantee Success⦿ Differentiation
⦿ Only ask a student a question that you know they are capable of answering.
⦿
Explain Your Beliefs⦿ How did the information that you heard this
hour challenge your beliefs?
⦿ Lizette Liebold
⦿ lizette@liebold.com