Fluency and Language in the K5 Classroom

We think TPR (Total Physical Response) and TPRS (Teaching Proficiency through Reading and Storytelling) are the best ways to teach a second language.  The concept is based primarily on the idea of Comprehensible Input.  The student must first understand before he/she can speak so a lot of effort is put into making the language understandable to the child.

In addition, language learning is not first of all about content knowledge (such as grammar) but rather aquired knowledge (such as fluency or reading and writing skills).  That means that acquiring language through comprehensible input and creative repetition is the goal.  Acquisition is the foundation of fluency.  Fluency is the ability to put together ideas in complete sentences so that one is understood (even if there are still grammatical mistakes).

TPR (Total Physical Response) is the focus of language learning in the Kindergarten (especially in the 2,3 and 4 year old classes) while TPRS (Teaching Proficiency through Reading and Storytelling) can start in K5 and then become the main methodological focus of Primary.  Storytelling (verbally) is key to language acquisition in the K5 classroom while Reading (and Writing) will become more important in the Primary classroom.

As teachers we are excited about putting these methodologies into practise in our classroom.

After a number of years of studying TPR (and TPRS) and beginning to apply it in the classroom,  we are beginning to see good results and the children are excited bout learning in a fun and creative way.

Can five years olds,  in a bilingual setting, achieve fluency?  What level of fluency?   How is language acquired anyway? These are the questions we face as teachers of K5 students and the results we are accomplishing with your children are the focus of this blog.

Welcome to the Northlands (Nordelta) K5 English Blog.

Veronica and Geraldine

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