These are the documents that were share with administrators in the two day track I facilitate at the National TPRS conference in Boston. Anyone involved in teaching or supporting world language instruction will find these documents helpful in explaining and defending TPRS.
1. THE RESEARCH ON TEACHING WITH COMPREHENSIBLE INPUT
RESEARCH SUPPORTING COMPREHENSIBLE INPUT/TPRS
This is a web site from Kirstin Plante of The C.I. Bookshop and TPRS Academy in the Netherlands. This list of research is very thorough and is updated often.
Richard Baker’s Dissertation
This is the research of Richard Baker, Ed.D., a long-time TPRS teacher, for his doctorate. It gives insights into the challenges of teaching with TPRS that are valuable for administrators to know: Baker, R. J. (2017). Teachers’ experiences with the Teaching Proficiency through Reading and Storytelling (TPRS) method of language instruction: A qualitative study using a quasi-phenomenological approach (Doctoral dissertation). Aston, PA: Neumann University.
THE RESEARCH SUPPORTING THE COMPREHENSIBLE INPUT HYPOTHESIS AND CI
These are some of the most common questions and misconceptions about TPRS with answers supported by research.
TEACHING WITH COMPREHENSIBLE INPUT FROM 1976
Advocacy for teaching with comprehensible input is not new. Here is a call for a “new kind of teaching that will require a new kind of teacher” from 1976. This digest of the full article is by Eric Herman, owner of The Acquisition Classroom.
The Compelling Input Hypothesis–Krashen Article
This short paper explains a recent hypothesis by Dr. Stephen Krashen, emeritus, USC.
2. PROMOTING BEST PRACTICE
Checklist for Observing a FL Classroom
This handy informal evaluation tool helps observers to understand the best practices in a foreign language classroom
The New Bloom’s Taxonomy and FL Teaching
Here is an explanation with examples of how the New Bloom’s Taxonomy relates to language instruction. Engaging activities can help to mitigate classroom management issues. Alan Bloom’s classic 1956 taxonomy of learning was revised and refined in 2000 by Lorin Anderson and David Krathwohl. This chart explains how TPRS activities can get students thinking at all levels, even in beginning courses. Be sure you are setting up your students to access all levels of thinking and not merely the lowest level of memorization.
Here is an explanation of what TPRS is, how it works and why.
This list was posted as a series on my blog and also on Facebook. They were some of the most read and liked posts on the page. All seven reviews are combined here for easy reference.