DOCSLIB.ORG

The Use of TPR in Teaching Different Age Groups

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Use of TPR in Teaching Different Age Groups MASARYK UNIVERSITY BRNO FACULTY OF EDUCATION Department of English Language and Literature The Use of TPR in Teaching Different Age Groups Bachelor Thesis Brno 2018 Supervisor: Author: Ailsa Marion Randall, M.A. Ing. Martina Denková Declaration: I hereby declare that I worked on my thesis independently, using only the sources listed in the bibliography. Brno, 2018 …………………………………. Martina Denková 2 Acknowledgements: I would like to thank my supervisor Ailsa Marion Randall, M. A., for her guidance and helpful approach. I am grateful for her valuable professional feedback and her patience. I would also like to thank my husband and family for all the support throughout my all years of studies as without them it would not be possible. Martina Denková 3 Abstract This bachelor thesis deals with the use of TPR in teaching different age groups and is divided into two parts: theoretical and practical. The theoretical part introduces the TPR approach and presents its main benefits. Furthermore, the process of the TPR lesson is described, and the teaching of different language skills through this approach is discussed. Additionally, learners of different age groups are presented. The practical part describes the implementation of TPR into the English lessons. An action research and quasi-experiment are performed on young and teenage learners in order to explore the influence of TPR on ones’ behaviour and acquired knowledge. Key words: TPR approach, young learners, teenage learners, action research, quasi- experiment, physical movements Anotace Bakalářská práce se zabývá problematikou využití celkové fyzické odezvy (TPR) při výuce rozdílných věkových skupin. Práce je rozdělena na dvě části: teoretickou a praktickou. Teoretická část představuje problematiku TPR a uvádí její hlavní benefity. Dále popisuje proces výuky metodou TPR a to, jakým způsobem probíhá výuka různých jazykových dovedností. Také uvádí charakteristiky jednotlivých věkových skupin žáků. Praktická část práce následně ověřuje implementaci metody celkové fyzické odezvy do výuky anglického jazyka. Za použití akčního výzkumu a kvazi- experimentu je zkoumán vliv TPR na chování a získané znalosti jak u žáků základní školy, tak i u teenagerů. Klíčová slova: TPR, celková fyzická odezva, žáci základní školy, výuka teenagerů, akční výzkum, kvazi-experiment, pohyby . 4 Content Introduction ..................................................................................................................... 7 1. Introduction to Total Physical Response .............................................................. 9 1.1 Beginning of TPR ............................................................................................. 10 1.2 Methodology of TPR ........................................................................................ 11 1.2.1 The bio-programme ................................................................................... 12 1.2.2 Brain lateralization .................................................................................... 13 1.2.3 Brainswitching .......................................................................................... 14 1.2.4 Stress reduction ......................................................................................... 15 1.3 Other Approaches and Views on the TPR ........................................................ 16 1.4 The role of a teacher and learner ...................................................................... 17 1.5 TPR principles .................................................................................................. 18 1.5.1 Classroom .................................................................................................. 19 1.5.2 Motivation ................................................................................................. 19 1.5.3 TPR lesson ................................................................................................ 20 1.5.4 Other activities .......................................................................................... 21 1.5.5 Transition to grammar teaching ................................................................ 22 1.5.6 Reading and writing .................................................................................. 23 1.5.7 Teaching speaking ..................................................................................... 25 1.5.8 Storytelling ................................................................................................ 25 1.5.9 Assessment ................................................................................................ 27 2. Different age group ............................................................................................... 29 2.1 Young learners.................................................................................................. 29 2.2 Teenage learners ............................................................................................... 30 3. Research introduction ........................................................................................... 32 4. Teaching young learners....................................................................................... 34 4.1 Class characterization ....................................................................................... 34 4.2 Description of text books.................................................................................. 35 4.3 Lesson plans ..................................................................................................... 36 4.3.1 Lesson 1 .................................................................................................... 36 5 4.3.2 Lesson 2 .................................................................................................... 38 4.4 Lessons in the comparative group .................................................................... 40 4.5 The final tests, results and comparison............................................................. 41 4.6 Questionnaire results ........................................................................................ 43 4.7 Feedback from the teacher................................................................................ 44 5. Teaching teenagers ................................................................................................ 45 5.1 Class characterization ....................................................................................... 45 5.2 Description of text books.................................................................................. 46 5.3 Lesson plans ..................................................................................................... 47 5.3.1 Lesson 1 .................................................................................................... 47 5.3.2 Lesson 2 .................................................................................................... 49 5.4 Lessons in the comparative group .................................................................... 51 5.5 The final test, results and comparison .............................................................. 52 5.6 Questionnaire results ........................................................................................ 54 5.7 Feedback from the teacher................................................................................ 55 6. Limits of the research ........................................................................................... 56 Conclusion ...................................................................................................................... 57 List of references ........................................................................................................... 58 List of pictures ............................................................................................................... 60 List of appendices .......................................................................................................... 61 6 Introduction Total Body Response teaching or TPR, as it is mostly used in the literature, is a language teaching approach that emphasises the use of physical movements in the class. This approach was developed by James Asher who believes that second language learning is parallel to child first language acquisition. TPR approach presents language through an imperative and stresses that understanding and language acquisition are the keys to a successful learning process. Due to movements, the learned curriculum is internalized and placed into the long-term memory which positively influences recall of the language in the future. Nowadays, English is indispensable knowledge. Every child in the Czech Republic starts to learn English at the age of 8 as the national curriculum requires. Then language studies continue till the 9th grade and later at secondary school and universities. Yet, not everyone is able to use English for communication after many years of studies. For that reason, teachers should be seeking such methods that make their teaching more successful. Furthermore, different and novel methods can affect the speed of the learning process and positively influence the acquisition of the language. Therefore, this bachelor thesis studies the impact of a non-traditional teaching method on learners’ behaviour and acquired knowledge. The TPR approach was chosen according to the author’s interest in movements and their possible impact on a learning process. The main
Load more

Recommended publications
  • Total Physical Response Storytelling and the Teaching of Grammar Rules in Second Language Instruction Angela M
    Regis University ePublications at Regis University All Regis University Theses Summer 2006 Total Physical Response Storytelling And The Teaching Of Grammar Rules In Second Language Instruction Angela M. Dettenrieder Regis University Follow this and additional works at: https://epublications.regis.edu/theses Part of the Education Commons Recommended Citation Dettenrieder, Angela M., "Total Physical Response Storytelling And The eT aching Of Grammar Rules In Second Language Instruction" (2006). All Regis University Theses. 762. https://epublications.regis.edu/theses/762 This Thesis - Open Access is brought to you for free and open access by ePublications at Regis University. It has been accepted for inclusion in All Regis University Theses by an authorized administrator of ePublications at Regis University. For more information, please contact [email protected]. Regis University School for Professional Studies Graduate Programs Final Project/Thesis Disclaimer Use of the materials available in the Regis University Thesis Collection (“Collection”) is limited and restricted to those users who agree to comply with the following terms of use. Regis University reserves the right to deny access to the Collection to any person who violates these terms of use or who seeks to or does alter, avoid or supersede the functional conditions, restrictions and limitations of the Collection. The site may be used only for lawful purposes. The user is solely responsible for knowing and adhering to any and all applicable laws, rules, and regulations relating or pertaining to use of the Collection. All content in this Collection is owned by and subject to the exclusive control of Regis University and the authors of the materials.
    [Show full text]
  • Indigenous Language Revitalization in Montana: Perspectives from Four Nations
    University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2003 Indigenous language revitalization in Montana: Perspectives from four nations Mary Groom-Hall The University of Montana Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Groom-Hall, Mary, "Indigenous language revitalization in Montana: Perspectives from four nations" (2003). Graduate Student Theses, Dissertations, & Professional Papers. 9458. https://scholarworks.umt.edu/etd/9458 This Dissertation is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. Maureen and Mike MANSFIELD LIBRARY The University o f MONTANA Permission is granted by the author to reproduce this material in its entirety, provided that tin's material is used for scholarly purposes and is properly cited in published works and reports. ** Please check "Yes" or "No" and provide signature ** Yes, I grant permission ^ No, I do not grant permission _____ Author's Signature Date S)2-V o3> Any copying for commercial purposes or financial gain may be undertaken only with the author's explicit consent. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. INDIGENOUS LANGUAGE REVITALIZATION IN MONTANA PERSPECTIVES FROM FOUR NATIONS Mary Groom Hall B.A.
    [Show full text]
  • The Effectiveness of Total Physical Response Storytelling for Language Learning with Special Education Students
    Rowan University Rowan Digital Works Theses and Dissertations 9-10-2012 The effectiveness of Total Physical Response Storytelling for language learning with special education students Laura Holleny Follow this and additional works at: https://rdw.rowan.edu/etd Part of the Special Education and Teaching Commons Recommended Citation Holleny, Laura, "The effectiveness of Total Physical Response Storytelling for language learning with special education students" (2012). Theses and Dissertations. 197. https://rdw.rowan.edu/etd/197 This Thesis is brought to you for free and open access by Rowan Digital Works. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Rowan Digital Works. For more information, please contact [email protected]. THE EFFECTIVENESS OF TOTAL PHYSICAL RESPONSE STORYTELLING FOR LANGUAGE LEARNING WITH SPECIAL EDUCATION STUDENTS by Laura E. Holleny A Thesis Submitted to the Department of Language, Literacy, and Special Education College of Education In partial fulfillment of the requirement For the degree of Master of Arts in Learning Disabilities at Rowan University April 20, 2012 Thesis Chair: S. Jay Kuder, Ed.D. © 2012 Laura E. Holleny Abstract Laura E. Holleny THE EFFECTIVENESS OF TOTAL PHYSICAL RESPONSE STORYTELLING FOR LANGUAGE LEARNING WITH SPECIAL EDUCATION STUDENTS 2012 Dr. S. Jay Kuder Master of Arts in Learning Disabilities The purpose of this exploratory research was to ascertain the validity of the Total Physical Response Storytelling (TPRS) language learning method in comparison with “traditional” language learning methods. The research focused on high school students (n= 44) in grades 9-12 with mild learning disabilities such as specific learning disorder, other health impairment, communication impairment, and multiple disabilities.
    [Show full text]
  • Lessons in Immersion Instruction from the American Indian Language Development Institute (AILDI)
    Lessons in Immersion Instruction from the American Indian Language Development Institute (AILDI) Ivan Ozbolt University of Oklahoma Introduction Every summer, participants at the American Indian Language Development Institute (AILDI) conclude their month of intensive training by performing a “microteaching” session, a hallmark of AILDI (McCarty, Watahomigie, Yamamoto, Zepeda, 2001, p. 373). Microteaching is a twenty-five minute lesson, in which one or several students teach a Native American Language lesson through “immersion”, that is without using any word of English. The microteaching session is now a major component of AILDI’s summer program, which has existed for thirty years. All participants have to conduct a microteaching lesson in order to get their certificate of completion. The mandatory nature of the microteaching session is not surprising, given that AILDI’s mission is to promote the retention of Native American languages. Language immersion - which can be defined as a method of instruction where the target language is used as the language of instruction - is now recognized in the fields of language revitalization and Indigenous language education as the best way to progress towards fluency. In that regard, Indigenous educators have developed a strong interest for communication-based instruction methods in the classroom, instead of the traditional grammar-oriented formal methods, which rarely lead to fluency in the target language. Today, the Native languages of North America are in a wide range of states of vitality. Some languages are still spoken by a substantial number of people and by all age groups, and are sometimes taught from pre- schools to universities. On the other hand, some languages have already lost (or are about to lose) all their fluent speakers, and some tribes have very limited means to teach their languages in school settings.
    [Show full text]
  • A Pilot Study Comparing Total Physical Response Storytelling
    Dominican Scholar Graduate Master's Theses, Capstones, and Culminating Projects Student Scholarship 5-2010 A Pilot Study Comparing Total Physical Response Storytelling™ With the Grammar-Translation Teaching Strategy to Determine Their Effectiveness in Vocabulary Acquisition Among English as a Second Language Adult Learners Ruben Castro Dominican University of California https://doi.org/10.33015/dominican.edu/2010.edu.08 Survey: Let us know how this paper benefits you. Recommended Citation Castro, Ruben, "A Pilot Study Comparing Total Physical Response Storytelling™ With the Grammar-Translation Teaching Strategy to Determine Their Effectiveness in ocabularyV Acquisition Among English as a Second Language Adult Learners" (2010). Graduate Master's Theses, Capstones, and Culminating Projects. 111. https://doi.org/10.33015/dominican.edu/2010.edu.08 This Master's Thesis is brought to you for free and open access by the Student Scholarship at Dominican Scholar. It has been accepted for inclusion in Graduate Master's Theses, Capstones, and Culminating Projects by an authorized administrator of Dominican Scholar. For more information, please contact [email protected]. TPRS for Adults in the ESL Classroom 1 Title Page A Pilot Study Comparing Total Physical Response Storytelling™ With the Grammar-Translation Teaching Strategy to Determine Their Effectiveness in Vocabulary Acquisition Among English as a Second Language Adult Learners Rubén Castro Submitted in Partial Fulfillment of the Requirements for the Degree Master of Science in Education School of Education and Counseling Psychology Dominican University of California San Rafael, CA May 2010 TPRS for Adults in the ESL Classroom 2 Acknowledgements I thank my professor Dr. Madalienne Peters for her words of encouragement and invaluable support; Dr.
    [Show full text]
  • Suggested Supplementary Materials List
    APPENDIX Suggested Supplementary Materials List All Languages and ESL Reference: Material World: A Global Family Portrait Peter Menzel ISBN 0-87156-430-0 If the World Were a Village David J. Smith 2002 ISBN 1-55074-779-7 Louder Than Words Sergio Aragones (comics) The Macmillan Visual Dictionary ISBN 0-02-578115-4 Classroom Items: Student White Boards Guess Who Board Game El Juego de los Oficios, Español Eggspert Game Show System, Carlex Bingo Oral Activity Books: (these can be ordered from Amazon) Pair Work I Peter Watcyn-Jones and Diedre Howard-Williams 2002 ISBN 0582514630 Pair Work 2 Peter Watcyn-Jones and Diedre Howard-Williams 2002 ISBN 9780582514621 Pair Work 3 Peter Watcyn-Jones and Diedre Howard-Williams 2002 ISBN 9780582514614 Group Work - Intermediate Peter Watcyn-Jones 2007 ISBN 9780582461581 Talk-a-tivities Richard Yorkey ISBN 9780201099119 French I Readers: J’apprends à lire Les Amours de Lulu Papineau et Lepage, ISBN 2-89512-245-8 Trop...C’est trop! Danielle Vaillancourt, ISBN 2-89512-241-5 Papa est un dinosaure Bruno St-Aubin, ISBN 2-89512-113-3 Drôle de cauchemar Bruno St-Aubin, ISBN 2-89512-133-8 Papa est un castor bricoleur Bruno St-Aubin, ISBN 2-89512-186-9 Bambou à l’école des singes Dominique Jolin, ISBN 2-89512-045-5 Bambou à la plage Dominique Jolin, ISBN 2-89512-130-3 Bambou au pays des Bambous Dominique Jolin, ISBN 2-89512-181-8 Un été pas comme les autres Huguette Zahler, ISBN 0-87720-479-9 French II Readers: J’apprends à lire Qu’on me chatouille les orteils! Bruno St-Aubin, ISBN 2-89512-247-4 Les bêtises des parent.
    [Show full text]
  • Connecting Language and Culture Through Storytelling
    FILE ABSTRACT FORM AUTHOR: Sarah M. Anderson TITLE: Connecting Language and Culture Through Storytelling Author’s Current Address: 24 Church St. #4 Westborough, MA 01581 Author’s Current E-mail Address: [email protected] Institution: School for International Training Program: Master of Arts in Teaching Program Degree: Master of Arts in Teaching (M.A.T.) Year Degree Was Granted: 2004 Thesis Advisor: Bill Conley Abstract: This materials development project presents a Total Physical Response Storytelling (TPRS) unit created around an authentic Mexican legend. The author wrote and taught ten mini-stories in preparation for using the legend as the main story of the unit. The author first discusses the theory behind the TPRS approach and its effectiveness in regards to language teaching and learning. An overview of how the TPRS process works, including examples specific to the author’s teaching context, is also described. The paper then presents the rationale and design of the project itself. The author incorporated an authentic legend with the intention of connecting a cultural element to TPRS. The process by which the author chose the legend and created the mini-stories is explained and analyzed. The final chapter reflects on the project as a whole and the teaching and learning experience entailed. It highlights the learnings that resulted in terms of the language- culture connection, TPRS technique and effectiveness, and the author’s personal approach to language teaching. 2 CONNECTING LANGUAGE AND CULTURE THROUGH STORYTELLING A Materials Development Project Sarah M. Anderson Submitted in partial fulfillment of the requirements for the Master of Arts in Teaching degree at the School for International Training, Brattleboro, Vermont May, 2004 This project by Sarah M.
    [Show full text]
  • Our Personal Experience Dr. James C. Davidheiser German Department
    TPR Storytelling with high school and college students: Our personal experience Dr. James C. Davidheiser German Department University of the South 735 University Ave Sewanee, TN 37383-1000 e-mail: [email protected] and Marilyn Davidheiser Teacher of German and Spanish Franklin County High School Winchester, Tennessee ------- March 2006 With an Introduction to TPR by Dr. James J. Asher Originator of the Total Physical Response known worldwide as TPR e-mail: [email protected] Comprehension - First: A revolutionary idea Forty years ago, I introduced the concept that comprehension of the target language prepares students to make a graceful stress-free transition into speaking, reading and writing. At that time, the conventional wisdom was that "the shortest distance between two points is a straight line." Hence, bang! Start right out with speaking, reading and writing a target language that is alien to students. The result is stressful, repetitious "by heart" learning that crawls along at such a slow pace that most students give up long before breaking through to fluency. That mind set still dominates foreign language education today perhaps because the few students who achieve all "A"s in the traditional classes go on to become language instructors themselves. Their view: "Gee, it worked for me! Why won't it work for you? Just try a little harder." For other language instructors who acquired the target language at home, the language seems so transparent that "If you just listen and repeat after me," you will get it. These instructors are truly baffled when students respond with glazed looks in their eyes.
    [Show full text]
  • 2003 International Conference Program Book
    T e 1 Korea TESOL Intern ational Plenary Speakers Donald Freeman Brian Tomlinson Featured Speakers David Sperling in Lougheed Caroline Linse ... ~ ...••• - . KOTESOL 2003 Conference Program Book Some pages, e.g., advertising, timetables, indices, notes, and others, are not included in this scanned version of the conference Program Book. The Extended Summaries section has not been included. Conference Chair's Welcoming Address Dr. Yangdon Ju, Conference Committee Chair I am very pleased to extend a big welcome to all Conference participants and attendees. I would like to thank you for coming to the 11th Annual KOTESOL International Conference. This year we have more than a few treats in store for you as we explore what' s new in ELT resources. The theme for this Conference is Gateways to Growth: Exploring ELT Resources. We would likeant the teachers to be able to recognize that teaching has come a long way from the rote methods of yesteryear. Students expect more than to simply read and repeat and we as teachers are able to give them more, thanks to the vast improvement inof resources available to us now. This year we are privileged to be presenting an impressive line-up wide array of guest speakers. Our plenary speakers are Dr. Donald Freeman, who is an expert in teacher training, and Dr. Brian Tomlinson, who has extensive experience with curriculum development. These speakers will be able to start your creative in-class fires burning. If you are looking for more inspiration,concrete methods than please visit the presentationsone of the five featured speakers who will be talking about everything from using the Internet in the classroom to humor in the classroom.
    [Show full text]
  • Volume 1, Number 2 Spring 2005
    Volume 1, Number 2 Spring 2005 IN THIS ISSUE: TEACHER TO TEACHER The “Poor Quality” of U.S. Bilingual Edu- How to Promote Your Language Program in cation Research: An Examination of the a Tough Market Logic and Metric of Judgment by Sarah Elaine Eaton, M.A..................23 by Jeff McQuillan...................................2 Developing Foreign Language Fluency Art Class and Beginning English Language by Susan Gross......................................26 Learners: Art Teachers’ Views, Practices, and Educational Background in Language Acquisition The Circus is in “Tense” by Clara Lee Brown, E. Stephanie Taylor, Using past, present and future tenses in Emma Gillespie Perkins, early TPR instruction Stephen Krashen ......................................7 by Michael Miller..................................28 Second Language “Standards For Success”: Out Of Touch With Language Acquisition The Teddy Story Research A story about the impact one teacher can by Stephen Krashen...............................12 make........................................................32 Participation Chart..................................34 The Continuing Problems of Oral Grammar Correction by John Truscott...................................17 LINKS & RESOURCES..........35 Page 1 The International Journal of Foreign Language Teaching ©Spring 2005 149). Nevertheless, the political debate surrounding The “Poor Quality” of U.S. bilingual education in the U.S. has focused heavily Bilingual Education Research: An on the effectiveness issue. The results of program evaluation research have had a significant impact on Examination of the Logic and the public rhetoric surrounding bilingual programs in Metric of Judgment states with large language minority populations such as California (McQuillan & Tse, 1996; Crawford, 1999; Tse, 2001). Commenting on the quality of that Jeff McQuillan, evaluation research, vocal opponents have stated that Senior Research Associate Center for Educational it is "worthless" (Rodriguez, 1997, cited in Crawford, Development 1999).
    [Show full text]
  • Teaching English Through Total Physical Response Storytelling
    UNIVERSITY OF CUENCA SCHOOL OF PHILOSOPHY “TEACHING ENGLISH THROUGH TOTAL PHYSICAL RESPONSE STORYTELLING.” ABSTRACT This Tesina is based on an action analysis to improve the learning of English language in students from Septimo de Básica, at Centro Educativo “Agustin Crespo Heredia”. They are our candidates to learn English Language in a different way. Throughout our analysis, we are going to apply the foreign language method known as Total Physical Response Storytelling (TPRS) to promote students’ English language acquisition, and enjoyment of English learning. Experienced teachers state that within TPRS, students learn English and other languages through stories, dramatic play, and body movements. Using TPRS, teachers provide instruction exclusively in the target language, foster a brain-body connection, and engage students in developmentally appropriate activities. Our project is based on three sections; they are: Total Physical Response Storytelling and its Historical Context, How to apply TPRS for best results, and A Practical Application of 1 AUTHORS: MA. ISABEL PÉREZ MA. DEL CARMEN SUIN UNIVERSITY OF CUENCA SCHOOL OF PHILOSOPHY “TEACHING ENGLISH THROUGH TOTAL PHYSICAL RESPONSE STORYTELLING.” TPRS. As part of our analysis, we are going to apply this interesting method using a short story as our basic resource to increase new vocabulary or new structures. Furthermore, we are going to focus on keeping students meaningfully engaged, encouraging all class members to participate, encouraging students to use the target language, improving listening and speaking skills because Total Physical Response by Storytelling is a powerful tool to use in teaching a foreign language. Key Words: TPR Storytelling, Acquisition-Learning, Hypothesis, The Steps of TPRS, Successful Class stories.
    [Show full text]
  • Susan Gross to Present TPR Storytelling Workshop at 2004 OFLA Conference in Columbus
    Vol. 42, No. 2 December 2003 Susan Gross to Present TPR Storytelling Workshop at 2004 OFLA Conference in Columbus. by Barbara S. Andrews teachers deal with some of the usual it seemed to lose its power, so she issues about implementing TPR went back to the textbook. Storytelling in the classroom. The two She invented over 100 games to workshops will not cover the same teach French grammar. She made ground, and may be taken the kids talk for ten minutes every independently of each other. day of the year. She had them write More about Susan Gross: weekly diaries. Nothing seemed Susan Gross taught French to 7th and like too much work. 8th graders in Colorado Springs, Susan says: Colorado for 28 years of her 33 years “When I first encountered of teaching experience. Since retiring Krashen’s five hypotheses, they in 2002, she does consulting work struck a chord with me. I knew they with individual school districts and were true, but they did not seem to One of this year’s featured presents workshops on TPR workshops at the OFLA Annual Storytelling. (Continued on page 16) Conference will be a full-day Throughout her career, In This Issue: workshop by Susan Gross on Susan kept searching for a Thursday, March 25. I met Susan TPRStorytelling................................................1 better way to teach Letter from the President .............................4 in late July 2003 at the National languages. Dismayed by 2004 OFLA Conference Notices ....................6 TPRS Conference in Chicago. falling enrollments and Around the State ..............................................8 What follows will surely make you elimination of language The Cardinal Notebook.................................9 All Students can Learn a Foreign curious to know more about courses, she experimented Susan’s ‘winning ways.’ I have Language ..........................................................
    [Show full text]