2004-05 Archived Handouts and Resources
Handout: Innovative Approaches
Approach: A theoretically-based set of beliefs about language and how language is learned. from which a set of teaching (pedagogical) principles are developed.
2004-05 Archived Series – July 28, 2004
Innovative Approaches for Communicative English Language Teaching
This is the first lecture in a 10-part professional development series for English as a Foreign Language educators in Thailand. University of Oregon is partnering with the US Embassy in Bangkok, the Royal Thai Distance Learning Foundation, colleagues at Chulalongkorn University, and at ThaiTESOL on this innovative and exciting project.
About the Speakers
Dr. Klinghammer is Director of the Language Teaching Specialization MA degree in the UO Linguistics department.
Leslie Opp-Beckman is on faculty at the University of Oregon in the Linguistics Department and the American English Institute. She develops e-learning curriculum and and teaches courses on Computer-Assisted Language Learning.
- Does this take a lot of time to learn to use in the classroom?
- Where can we find materials to do this if we don’t already have them?
- What are some strategies for dealing with difficult vocabulary?
- How can I assess (test) this kind of lesson?
- Will students using this kind of curriculum do well on standardized tests?
- Blaine Ray, TPRS Materials and Method
- Susan Gross,TPRS Lessons and Rubrics
- Valerie Marsh, TPRS, A Communicative Approach to Language Learning
Post-lecture Classroom Applications
The following is a suggested follow up activity (or “homework”).
Part A, Develop and Apply to Class
Think about the text(s) you are currently using in your English class(es). Pick an interesting unit or topic. Then, create an activity using TPRS based on that unit. Follow the step-by-step guides in the websites above. When you finish developing the activity, reflect on your work and ask yourself how many of the 5 principles that we talked about (cooperative learning, content, function, strategies, and the linguistic principle) guide your new activity. When you’re ready, try it in your classroom. Think ahead about how you will assess your students’ work.
Part B, Reflect and Plan to Try Again
Afterwards, share your TPRS experiences with a colleague. Ask each other:
- What worked well in our TPRS activities?
- Were there any “surprises” when we did them?
- What will each of us do the same and do differently next time?
- Are there any ideas or techniques we can exchange with each other?