This is the first of four questions – a variety pack – that jen would like to discuss with the group:
jen’s department head, who is new to TPRS, but using it in her classroom (Carol Gaab Cuentame book 1) told jen, who will teach this child in level 2 next year, that the child has auditory processing issues, and that the parent feels that she might be being penalized by this system when she is enrolled in jen’s (TPRS/CI) class next year, and that she will need everything written down. She said that her child “can’t keep up with the listening input.”
jen said:
Can we find out at what age she began speaking? Because she does in fact speak English. She is a huge reader and an excellent writer. It seems to me that she will acquire the aural /oral piece more slowly but that this will still happen. I wondered whether it would be good to ask the parents what they did when she was a kid? She did not speak until age 3. I am not an expert, so I defer to you all : do you provide written material for everything in a situation like this? What is the balance between allowing the child to process at her own rate and the affective filter being raised because she is slower and therefore self-conscious.