TPR Total Physical Response and Brainswitching

1. TPRTotal Physical Response and Brainswitching Michelle Makus Shory April 12, 2006

2. James J. Asher Originator of TPR Professor of Psychology, San Jose State University

3. A New Way of Thinking About L2 Learning "Babies don't learn by memorizing lists; why should children or adults?" -Dr. Asher at Cambridge

4. Traditional Instruction 96% of students who study a foreign language do not acquire a basic or survival level of proficiency. “the most difficult subject in school” (Asher, 1988)

5. Left Brain v. Right Brain

6. Left Brain LogicalSequentialRationalAnalyticalObjectiveLooks at parts

7. Right Brain RandomIntuitiveHolisticSynthesizingSubjectiveLooks at wholes

8. Brainswitching! Humans are not wired to an acquire a language through the left brain. Brainswitching is the answer!

9. TPR and the Right Brain TPR utilizes the right brain by mimicking the way children acquire their L1. Children are often told to, “look, point,” etc.

10. Step One • Students are given a command. • They respond by performing the appropriate gesture.

11. Step Two Students are given novel or unexpected commands. Chomsky believes that this is real fluency.

12. Step Three After ten hours of instruction, the students are welcome to give commands to the teacher. Also, reading activities can be introduced at this point. Do NOT call this reading!!

13. Adaptation • Adaptation occurs when students tire of the process. • At this point, newer forms of TPR can be introduced.

14. The approach naturally focuses on BICS instead of CALP. Find a way to incorporate academic English. In the ESL Classroom

15. Strengths of TPR • Fun! • Low affective filter • Fast • Long-term retention • Students are motivated to studies.

16. Weaknesses of TPR • Adaptation! • Reading • Writing • It looks like “play”

17. In Summary… “Tell me, and I’ll remember for a day. Show me, and I’ll remember for a week. Involve me, and I’ll remember for a lifetime.”

18. References • Asher, J.J. (2005). TPR: After forty years, still a very good idea. Retrieved March 25, 2006, from www.tpr-world.com/japan- article.html • Asher, J.J. (2003). Learning another language through actions. Los Gatos:Sky Oaks Productions, Inc. • Asher, J.J., & Silvers, S. (2002-2003). How to TPR abstractions: The critical role of imagination. The Journal of the Imagination in Language Learning and Teaching, 7, 60-64.

19. References • Asher, J.J. (1993). Imagination in second language acquisition. The Journal of the Imagination in Language Learning and Teaching, 1. Retrieved April 1, 2006, from www.njcu.edu/cill/vil1.asher.html. • Asher, J. J. (1988). Brainswitching: A skill for the 21st century. Los Gatos: Sky Oaks Productions, Inc. • Conroy, P. (1999). Total physical response: An instructional strategy for second- language learners who are visually impaired. Journal of Visual Impairment and Blindness, 93(5). 145-148.

20. References • Cummins, J. (1980). Psychological assessment of immigrant children: Logic or institution? Journal of Multilingual and Multicultural Development, 1(2), 97-111. • Hadley, A.O. (1993). Teaching language in context. Boston: Heinle and Heinle. • Krashen, S. (2003). Explorations in language acquisition and use. Portsmouth: Heinemann.

21. References • Krashen, S. (1998). TPR: Still a very good idea. NovELTy, 5(4). Retrieved March 25, 2006, www.languageimpact.com/articles/other/kras hentpr.htm • Ray, B., & Seely, C. (1998). Fluency through TPR storytelling. Berkley: Command Performance Language Institute. • Seely, C., & Romijn, E,. (1995). TPR is more than commands- at all levels. Berkley: Command Performance Language Institute.