Automaticity and Transparency

TPRS is awesome. It is powerful and it empowers students.

It has also redirected my idea of what students should be able to do after learning language in class. Before TPRS, I didn’t know that language that students learned in class could be internalized. I didn’t know it could become automatic for students. My own language learning experiences were nothing like that. I always had to think about each individual word as I heard it. I had to translate it and hope that I could think fast enough to respond before it was too late and the conversation had shifted to another topic. It wasn’t until I worked as a TA in the Spanish department during graduate school with 20 or so other students (all but two of whom were native Spanish speakers from all over the world) that Spanish became automatic for me like it does for my students.

I am floored on an almost daily basis by what the students are able to do. I used to teach grammar and chase down students for homework assignments and, as most teachers I have talked to do, wonder why grades were still so low for most students. Why did they have so much trouble internalizing and memorizing everything I was asking them to (vocabulary; grammar-verb endings in multiple tenses, gender and number agreement, the fact that there are 4 different ways to say “the”; listening comprehension skills; reading comprehension skills; writing accuracy; etc)?

Then I started with TPRS…

Continue reading “Automaticity and Transparency”