suggestions anyone?

[Richard Zane Smith]

thanks Dorothy,
I have been hearing reference to TPR in some seminars I've attended
but haven't seen anything indepth. I'll look into it
I do use my body alot while i'm teaching and gestues,
which is how we all learned our first language (without translations!)

 i also use puppets animals who "talk" ,so i can model conversations
between myself and puppets...which ALSO means
there becomes more than one Language Speaker in the room!

its nice to hear the advice
and to simply be able to talk with people who know its value!

 tizhameh (thanks)
Richard


On Wed, Nov 24, 2010 at 1:18 PM, <Dmark916 at aol.com> wrote:

>  Richard, what you are doing invites a special legacy for the people, and
> even though it may not seem to be valued, it lights a way for language to
> flourish. Many years ago (like the 1970's) Berty Seigle developed a
> technique call Total Physical Response (TPR). As you are exposing very young
> children to language, please consider using her approach, as it involves
> movement and action in language learning. Gradually the children anticipate
> the language and begin using it themselves, not in a word-by-word context,
> but actually in descriptive ways. There is no "translation" necessary. And
> the teachers, looking on or looking in, can become involved as well.
> While some teacher inservice workshops might be helpful, without
> administrative backing they might just be resented. Try the TPR approach (or
> some iteration of it) instead.
> In Spirit,
> Dorothy Martinez-K
>
>  In a message dated 11/24/2010 6:41:34 A.M. Pacific Standard Time,
> rzs at WILDBLUE.NET writes:
>
> thanks Doug and Natasha,
> good way to explain it about not "giving away the answer" in class.
> the books (Natasha) sounds excellent...another project! for me to look
> into.
> (sounds like i need to have some meetings with these teachers)
>
> Its tough because ...sadly: *I'm it*. I'm our local language
> revitalization effort,
> which is foolish and even ridiculous. there is no language committee in our
> tribe
> and if anythings going to happen its because I'm insane enough to volunteer
> to
> attempt it on my own....and this is the 6th year of me  ..."doing it alone"
>
> You all who have healthy language/culture revitalization efforts
> Have something to thank the Creator for.
> Just don't forget about some of us foolish ones, winging it alone,
> carrying the whole weight but determined not to give up..even if it kills
> us.
>
> 'preciate having some pros to bounce ideas upon here on ILAT!
> ske;noh
> Richard
>
>
>
>
>
> On Wed, Nov 24, 2010 at 2:17 AM, Natasha L Warner <nwarner at u.arizona.edu>wrote:
>
>> I think Leanne Hinton's book that's actually a guide to the Master
>> Apprentice program, _How to Keep your Language Alive_, has some good
>> explanations of why immersion without translation is the way to go.  Maybe
>> something in that would help you with how to explain it to the teachers.
>> It's a challenging issue--even people who really know better about
>> immersion so often want to just "help" by providing translation.  Good
>> luck.
>>
>> Natasha
>>
>>
>> *******************************************************************************
>> Natasha Warner
>> Associate Professor, Department of Linguistics
>> University of Arizona
>> PO Box 210028
>> Tucson, AZ 85721-0028
>> U.S.A.
>>
>>
>
>
> --
> *
>
> "It is easier to build strong children than to repair broken men."
>
> - Frederick Douglass
> *
>
>


-- 
*

"It is easier to build strong children than to repair broken men."

- Frederick Douglass
*
-------------- next part --------------
An HTML attachment was scrubbed...
URL: <http://listserv.linguistlist.org/pipermail/ilat/attachments/20101124/1d9c9110/attachment.htm>