ERIC Number: ED230035
Record Type: RIE
Publication Date: 1983
Reference Count: 0
Vetter, Enid B.
In recent years progress has been made in facilitating the acquisition of interpersonal English language skills through the use of new approaches such as the Total Physical Response (TPR) method, which is based on the premise that second language learning involves the same stages as those evidenced in first language acquisition. TPR-Plus, an expanded version of the TPR approach, applies TPR not only to acquisition of interpersonal communication, but also to the more formal English of classroom instruction. Based on the abilities and needs of limited English proficiency (LEP) students, the lessons are related to curriculum areas, with the focus on the communicative functions students need in order to succeed in a classroom. With regard to instructional materials, the teacher would diagnose students' linguistic and academic needs and then adapt materials to their needs and purposes. Whatever material is used or adapted, the basic criterion for including academic and/or linguistic content is its usability; that is, the students must be able to use the selected vocabulary and structures many times throughout the day. As the course progresses, the teacher becomes a facilitator of learning, presenting content in a manner compatible with the students' ability and readiness to acquire it. (AMH)
Descriptors: Academic Achievement, Bilingual Instructional Materials, Classroom Communication, Cognitive Development, Communicative Competence (Languages), Elementary Secondary Education, English (Second Language), Limited English Speaking, Second Language Instruction, Student Needs, Teacher Role, Teaching Methods
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Total Physical Response
Note: Paper presented at the Conference of the California Association of Teachers of English to Speakers of Other Languages (Los Angeles, CA, April 15-17, 1983).