ERIC Number: ED428927
Record Type: Non-Journal
Publication Date: 1999
Reference Count: N/A
Using TPR-Storytelling To Develop Fluency and Literacy in Native American Languages.
Cantoni, Gina P.
This paper discusses total physical response storytelling (TPR-S) as a promising approach to teaching a Native American language to Native students who have not learned it at home. TPR-S is an extension of James Asher's TPR immersion approach to teaching second languages. It has become very popular with indigenous teachers because it allows students to be active learners, produces quick results, and does not involve the use of textbooks. After vocabulary has been learned using TPR, TPR-S strategies utilize that vocabulary by incorporating it into stories that students hear, act out, retell, read, and write. Subsequent stories introduce additional vocabulary in meaningful contexts. TPR-S is an interactive learner-centered process that keeps the stress of performing at a minimum and that makes use of the pedagogical strategies of scaffolding and cooperative learning. While TPR strategies develop only receptive language skills, TPR-S also promotes language production. TPR-S emphasizes a positive, collaborative, and supportive classroom climate in which Native children can develop increasingly complex skills in speaking, reading, and writing their tribal language. In addition, the stories, illustrations, and audio cassettes that students can produce in TPR-S are a valuable addition to the scarce pool of Native language materials available today. Contains 18 references. (Author/SV)
Descriptors: Active Learning, American Indian Education, American Indian Languages, Elementary Secondary Education, Scaffolding (Teaching Technique), Second Language Instruction, Story Telling, Teaching Methods
Web site: http://jan.ucc.nau.edu/~jar/RIL_Contents.html
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A