Elementary TPRS – 1

2 thoughts on “Elementary TPRS – 1”

1. Alisa Shapiro-Rosenberg

   June 5, 2015 at 12:06 pm

   Helena and others have spent their careers advocating for FLES. They wrote an exhaustive rational for WL ‘early start-long sequence,’ accounting for the extended period of time required to achieve proficiency. Helena’s book, used in many teacher prep courses, is all about how to set it up (community/district interest and advocacy, time, space, resources, schedule allocation; curriculum and materials; communicative functions and corresponding activities).
   In Catharina’s example, the ‘researchers’ did not base their decision to begin at 4th grade on any credible FLES WL research that I know of. All fingers point to “the earlier, the better.” Sounds like strictly a financial decision – because more teachers/programs means more $$.
   We at the elementary level enjoy all the T/CI wisdom and materials that the upper school teachers have developed and shared, but our needs are often distinct, and we’ve had to adapt and create a whole set of strategies to serve our unique younger population. Luckily many of the precepts are rock solid for learners of all ages:
   Acoustical – tons of auditory reps
   Humor, especially slapstick, wacky, silly, visual/kinesthetic, works beautifully
   Drama with props and costumes
   playful atmosphere
   engagement
   movement/kinesthetic
   natural
   low stress/filter

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2. Ben Slavic

   June 5, 2015 at 12:54 pm

   Alisa it would be cool if, as you and Catharina and others re-write the outdated Curtain Manifesto so that elementary CI makes sense and actually works, if some of the ideas that we consider to be elementary CI ideas could trickle up to what we do in high school, since what you say here is so true:
   …many of the precepts are rock solid for learners of all ages….

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