A repost from 2011:
I got the email below from Brian. In it, he talks about the term “flying” that we have been using here lately. It made me think of some old emails from Krashen describing a very similar term to flying – “transparency”. I don’t know if there are similarities between the two terms flying and transparency. There may be.
Hi Ben,
I was doing some reflecting on freestyle CI flying – whatever you want to call it, and I had a few thoughts. Perhaps they are not new thoughts, but just another way to word things. These are thoughts from late last night…only to wake up and read some of your posts and see some of the same ideas!
Firstly, it seems that to understand the essence of the magic of TPRS is to also realize that the term TPRS itself is not essential whatsoever. You mentioned this today. You said Blaine does TPRS. Your phrase TCI takes us a step closer to the essence.
Points to be discussed below:
1. Flying implies no attachment to any particular language structures whatsoever. The essential substance of reality – the air, if you will, that must be there to give us lift – is NOT language but MEANING.
2. The essence of flying is not three steps (establish meaning, ask story, read), but two:
– Spinning CI (the pedals that turn the propeller of the flying machine) [SPIN]
– Going somewhere. (propel forward) [GO]
Reflection on the above points:
1. The three structures, storytelling, etc. are NOT essential to what we are trying to achieve. It is not AT ALL a focus on language that is right, but a focus on meaning, on something to talk about and having the technique to do it, regardless of the level of language proficiency. Meaning exchange from day one. When meaning is so clear that the language (the carrier of the message) becomes invisible. The paradox is that by not focusing on the language, language acquisition is the reward.
My comment: here Brian supports Krashen in his continued insistance on non-targeted general instruction, with the focus on meaning. It is true that flying can be done anywhere, in any direction. However, I have learned that the three structures are totally necessary for a story to work. And, even in PQA, we must always be repeating one target if they are to get it. More on this can be found on the “rebar” set of articles (click on the category).
Brian again:
2. The three steps of TPRS:
All three steps suppose a small number (three, usually) of planned structures that are our focus: establish the meaning of those structures, build a story around those structures, read a passage built around those structures. According to one (1) above, these structures are not essential. The two elements that are essential (SPIN and GO) come directly from the root meaning of the word conversation and the etymologically related word convert:
From etymonline.com:
CONVERSATION: “turn about with,” from L. com- “with” (see com-) + vertare, frequentative of vertere
CONVERT: from L. convertere “turn around, transform,” from com- “together” (see com-) + vertere “to turn” (see versus).
Flying is to SPIN and GO: to turn around with and therefore transform our minds.
SPIN. We output (or, depending on how you look at it, offer input for students – same thing). Students output (yes! from the first minute of day one) – by either: showing that message was comprehended (or not) OR by showing that message was comprehended and by responding with output of their own. In other words: give input (I), students respond that message was or was not comprehensible (C). I –> C –> I –> C …SPIN this and it becomes ICICICIC…same as CI CI CI…
GO. Once we are SPINNING then its time to see where the conversation goes. This speaks to the wonderful freedom that we have as language teachers: we can talk about anything! Our classes by definition require us to SPIN in L2, but it does not tell us where to GO.
In summary, flying is: focus on meaning, not language structures (no preplanned structures necessary), establish the quid pro quo SPINNING (you said it all along Ben), and GO somewhere!
Implications of the above – or, what does this really mean for those of us here on the blog?
The flying machine is what we are to build carefully (Thanks John) together. This machine is not TPRS and is NOT based in any way on preplanned structures, specific grammar, word lists, thematic vocab. etc….The flying machine has three components:
- 1. Our output mechanism
- 2. Student output mechanism [these two mechanisms make up the spinning pedals and lifting propeller]
- 3. Forward direction mechanism.
Our output:
PQA, circling, point and pause, making eye contact, saying inbounds, etc.
Student output:
eye contact, signalling when they do not understand, yes/no, one word responses in L2, two word L1 answers, etc.
Forward direction:
This I believe, can be divided into two components: students drive discussion about their lives (teacher’s life too when students are interested!) OR talk about experience being shared AT THAT VERY MOMENT…in summary: forward direction is either: LIFE or SHARED EXPERIENCE. Think about it. This is what drives all of our conversations with friends and family in “real” life: talk about what happened OR talk about what is happening while together at that very moment. THIS is where storytelling can fall in. It of course fits in but storytelling (TPRS) is not the umbrella idea encompassing our approach. it is but a forward driving mechanism: making up a story on the spot is a present moment shared experience type of thing. BUT talking about art, music, what was on the school news in the morning, and on and on are ALL legitimate forward driving mechanisms. Circling with balls is straight up LIFE talk. Personalization is at the heart of talking about life or talking about shared experience (what is actually happening in the class at the very moment)
Well, Ben, there is some reflecting in very rough form. Key ideas: structures not necessary, meaning exchange is key (AIR), SPIN (quid pro quo of meaning) and GO (either talk about LIFE or in-the-class SHARED EXPERIENCE). TPRS is one manifestation of in-class shared experience (forward GOing mechanism). It is also what just happened to teach us all about SPIN. But now our talk is to be about moving beyond just stories into how to GO with so many other possibilities (talk around LIFE in different, creative ways beyond circling with balls…other types or SHARED EXPERIENCE…art in the class, music, video clips, use of guest speakers who understand our in-bounds only SPINNING of language.
One last thought:
My version of the five finger rules, with possible adjustments based on all the above musings:
1. sit up, clear desks and laps, squared shoulders, clear eye = LISTEN TO UNDERSTAND.
– this rule stays the same. so useful to hold up one finger to mean all of this.
2. signal when you do not understand.
– this rule stays the same
3. everything is interesting!
– change to something like: you MUST show up with your 50%. Output from each student is essential for SPIN. Output is essential (even if just eyes!). So this rule moves from just oohs and ahhs to a genuine representation of why we meet together in the classroom every day: to truly exchange meaning. Do your 50%. You must output (minimum, yet so important, is true eye contact).
4. suggest cute answers.
– change the rule, because this implies storytelling. Keep it for storytelling, but the more overarching idea is: “suggest genuine, real, meaningful responses” – lets be real together. minimum: two words in English. Everyone should be able to output in a genuine way to help SPIN and GO.
5. no English except…
– this rule stays the same.
Me again:
And the only thing I disagree with above is that I feell that we do indeed need structures to focus on and repeat to make this work in both PQA and stories. But what works for one of us may not work for another and so each of us has to sift through everything and then pull what works for us into our teaching and so we end up avoiding a robotic and standardized method, thus keeping it all interesting for us, and human. How nice! We all get to fly in different ways, but we all must remember that the vehicle for such flying is always going to be comprehensible input.