TPRS MINI STORIES
An A to Z
A Day at the Zoo
W
Big Book
elcome to our Big Book! This book is composed of a series of Mini Stories that are designed to contribute to the enhancement of students’ language acquisition. From our research on language acquisition, we have come to understand that language acquisition is not a conscious process. It is something that happens to a person; it happens when one understands messages. Learning to speak a language comes from hearing it. Reading helps a person advance in learning the language and structures; but generally, fluency comes from hearing. Since we only learn to speak by listening and comprehension, we can assume there are no gains from listening, unless there is comprehension.” (Blaine Ray and Contee Sealey, 2008). To honor the previous statements, we have included several aspects in our Big Book that are essential to the application of T.P.R.S. (Teaching Proficiency Through Reading and Storytelling) as a methodological approach to language acquisition. TPRS is a combination of TPR, created by Stephen D Krashen and Tracy D Terrel, and the Natural Approach, created by James Asher. Inherent in T.P.R. Storytelling is a balance between students’ comprehension and students’ production of meaningful language. TPR Storytelling was created by Blaine Ray in 1988. It goes beyond both, TPR and the Natural Approach. (Carol Gabb, 2002.)
One of the most important aspects to be developed through T.P.R.S. is understanding. We have included the development of understanding in our Big Book, by making sure that the illustrations are focused on the nouns and verbs to be portrayed in the stories. Also, by suggesting the use of gestures to help reinforce the meaning of the words, and the use of the students’ native language to explain concepts whenever it is necessary.