RESEARCH-BASED METHODS

Research shows that language acquisition occurs when learners receive repetitive, comprehensible, compelling input, delivered in a setting where they feel safe and comfortable. The same is true for teachers acquiring new ideas. That means that, just as our teaching is grounded in an understanding of language acquisition and memory science, so our teacher training aligns with research-based principles of effective professional development and follow-up.

We don’t try to show you all there is to know in a one- or two-day workshop. Instead, we give a demo lesson where you are immersed in  the method as a language learner, inviting you to reflect on the experience and ask questions, then allow you to practice one or two skills that you can take back to your classroom. The key to your success lies in the accessibility of follow-up with your coaches and trainers, as well as the peer networking offered by TriState TCI and other forums for sharing and questioning as you move forward on your CI journey.

Insights from other CI teachers

Anabelle Allen at La Maestra Loca
Bryce Hedstrom at BryceHedstrom.com
Carrie Toth at Somewhere to Share
Chris Stoltz’s T.P.R.S. Q&A
Cynthia Hitz’s Teaching Spanish w/ Comprehensible Input
Diane Neubauer and Haiyun Lu at Ignite Chinese
Dustin Williamson at Williamson CI & TPRS
Fluency Matters at CI Peek
Grant Boulanger at Teaching With CI
Judy DuBois at TPRS Witch
Justin Slocum-Bailey at Indwelling Language
Keith Toda’s Todally Comprehensible Latin
Kirstin Plante’s A Passion for Teaching
Laurie Clarcq at Embedded Reading and Hearts for Teaching
Martina Bex’s Comprehensible Classroom
Michele Whaley’s MJ’s Comprehensible Input: CI rubber meets the road
Mike Coxon’s Optimizing Immersion
Mike Peto’s My generation of polyglots
Rachel Ash et al. at The Inclusive Latin Classroom
Robert Harrell at Compelling Input
Scott Benedict at Teach for June
Terry Waltz at Mandarin Chinese Solutions / Terry Waltz PhD

TPRS & TCI

Every human being has the capacity to acquire language – and not just our first language. The only thing necessary for language acquisition to happen is exposure to lots of comprehensible input, preferably in the form of language that is fun and interesting. TPRS (Teaching Proficiency through Reading and Storytelling, developed by Blaine Ray) is an approach to teaching language that combines the natural human capacity for language with the power of story to make acquiring a new language seem effortless. Using three basic skills – establishing meaning, strategic questioning known as ‘circling’, and story-asking – TPRS language teachers build a class environment in which language fluency is no longer the focus, but instead the happy byproduct of interacting with students in a target language that is comprehensible, repetitive, and in context, through the co-creation of compelling classroom stories and personalized question and answer.

TCI (Teaching with Comprehensible Input) is a broader term that encompasses many ancillary skills that have evolved from and alongside TPRS, using the key TPRS strategies and skills to explore text, video, and other forms of comprehensible input.

TPRS and TCI provide a variety of strategies for differentiating input and expectations of output, allowing every learner to engage fully and find success acquiring language at their individual level of readiness.

EXTENDED-RELEASE TCI TRAINING

Research shows that language acquisition occurs when learners receive repetitive, comprehensible, compelling input, delivered in a setting where they feel safe and comfortable. The same is true for teachers acquiring new ideas. Altamira’s Extended-release TCI Training is delivered over time, so teachers can understand, reflect, absorb, and implement new strategies in their own classrooms, at their own pace and comfort levels, with the guidance and support of trained coaches and peer coaches. As with optimized immersion in language acquisition, teachers are exposed to many aspects of TPRS/TCI on each course day, while only one or two specific strategies are highlighted for exploration and practice during the following interval.

Altamira’s Extended-release TCI Training is effective because it is delivered locally, to a cohort of colleagues, giving ample time between meetings to process and practice, and with ongoing support and feedback. While the course provides a solid foundation for teachers new to CI methods, it also benefits teachers who may have experienced a deluge of ideas at a one- two- or three-day workshop or a 5-day summer conference and then have trouble knowing where to start. This training in a small, collegial, supportive setting, with coaching and feedback tailored to your own individual teaching situation provides all the excitement of new ideas, without the overload.