Page 222 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

Appendix C: Instructional Strategies
THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
Total Physical Response. Total Physical Response is based on recreating the process through which very young children acquire their first language. Young children learning their first language always listen and acquire language before they are ready to speak. Toddlers often develop comprehension through carrying out actual physical actions, and are not pressured to speak before they are ready.
In the Total Physical Response technique, the teacher models a series of actions while repeating commands or instructions for carrying out the actions. The students carry out the actions while the teacher speaks and models the actions. Gradually, the teacher withdraws modelling of the actions, and the students respond physically to the commands or instructions in the target language, slowly internalizing the words and structures. Language learning is thus facilitated through body movement in a relaxed and enjoyable atmosphere.
There are many ways to implement the Total Physical Response strategy for beginning language learners. Teachers can lead students through a series of actions such as the following:
• pointing to or rearranging a series of objects
• drawing lines, figures, or pictures
• sequencing a series of pictures
• carrying out a process such as completing a morning grooming routine, checking e-mail, opening a locker or doing household chores
Total Physical Response sequences can form the basis for language-experience story writing. Another extension is in storytelling, in which students first listen to a story read and acted out by the teacher, after which groups act out the story on their own as the teacher retells it to the class.
Whole-Class Response. This strategy allows the teacher to involve all students in the class in giving responses to review questions. Its use supplies information to the teacher about which students are having difficulty while allowing all language learners to participate in a low-stress, linguistically adapted activity that is fun for everyone.
Before beginning a question or review session, students create response cards with content-specific words, symbols, or pictures from the lesson. Information on the cards could consist of vocabulary in the target language, geographical names or features, scientific or mathematical terms, or even the words yes and no. Then, in response to the teacher’s questions or prompts, students hold up the appropriate card or combination of cards. A similar whole-class response activity can be done using individual dry-erase boards or magnetic letter boards.
Word Walls. Word walls are lists of words displayed in the classroom for vocabulary development and word study. They can be arranged alphabetically or thematically, and are often accompanied by drawings, photographs, and other visuals and/or by word equivalents in other languages. A prominent word wall on a classroom unit of study provides constant reference to and reinforcement of the vocabulary needed to understand the unit.
Teachers can use the word wall as a springboard for word sorting and categorization, spelling activities, and the study of prefixes, suffixes, and word families.
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