Properly trained TPRS trained kids know much more, acquire much more, than any standardized test could ever measure. Traditional teachers know this on some level, and consequently are not the biggest fans of TPRS teachers. They know the power of the method, if they know their craft, which means knowing Krashen. Mistrust results.
Luckily for the book teacher, the district tests, no district test and no test of any kind, except putting the kid in a room and speaking for a long time in L2 to the kid, can accurately measure what TPRS trained kids can really do. The gains of TPRS kids are always masked in school buildings by the data-driven nature of the American educational nightmare.
When the traditional kid is put in a room with a strong group of TPRS kids – which is likely to happen some day unless there is only one teacher in the school – then all hell breaks loose for the traditional kids because they can’t understand what the hell is going on. That is because, at the end of the day, their training has included little CI – which means unconscious focusing on meaning, not the language, so that the language is acquired unconsciously – vs. what their own training has been – analytical, left brain, conscious, ineffective.
Blaine Ray’s nightmare must be to know that he has discovered a way to teach that really works, but, in fact, is so poorly implemented that it makes it look like his discovery has no merit. It’s like inventing a rocket ship and then having the people charged with putting it into orbit build it so poorly that it falls off the launching pad. The perception in that case would be that the rocket was shitty, when what was shitty was its implementation. That is the current state of TPRS today, in most schools.