When it comes to teaching English as a foreign language (EFL), finding engaging and effective methods is key.
One approach that has gained popularity is TPRS—Teaching Proficiency through Reading and Storytelling. TPRS blends language acquisition with the power of stories, making it a dynamic and interactive way to help students learn.
Whether you’re teaching younger learners in elementary school or high-beginner students in junior high, TPRS is designed to immerse students in the language while keeping them motivated and excited.
In Taiwan, where English is often learned in formal classroom settings, TPRS offers a fresh way to introduce vocabulary, grammar, and culture through the art of storytelling.
History of TPRS
TPRS was developed by Blaine Ray in the 1990s as an adaptation of Total Physical Response (TPR), a teaching method that focuses on using physical movement to reinforce language learning.
While TPR proved effective for teaching simple commands, Ray realized that to help students develop deeper language proficiency, they needed more than just commands—they needed stories.
By combining TPR’s physical engagement with the storytelling element, TPRS was born. The idea was simple: expose students to new language in a way that’s both meaningful and repetitive, allowing them to naturally absorb grammar and vocabulary.
Over time, TPRS evolved to include a stronger emphasis on reading and storytelling, making it one of the most interactive and engaging language teaching methods used in classrooms today.
Theory Behind TPRS
At the core of TPRS are several important language acquisition theories that make it an effective teaching method. Let’s break down the key ideas:
Comprehensible Input
Based on Stephen Krashen’s input theory, TPRS revolves around providing students with language they can understand. This is known as “comprehensible input”—language that’s just slightly above the students’ current level but still understandable through context.
The stories used in TPRS are designed to introduce new vocabulary and structures in a way that students can follow, ensuring they stay engaged while learning.
Affective Filter
Another crucial part of Krashen’s theory is the idea of the affective filter, which suggests that students learn better when they are relaxed, confident, and engaged.
By making the classroom environment fun and low-pressure through storytelling, TPRS helps reduce anxiety, allowing students to take in more language and participate without fear of making mistakes.
Mastery Learning
TPRS emphasizes repetition and mastery, meaning that students are exposed to the same language structures multiple times in different contexts. This repeated exposure allows students to internalize the language, moving beyond memorization to true language acquisition.
Teachers ensure students fully understand and are comfortable with material before introducing new content, which supports long-term retention.
Practical Examples for the Classroom
Implementing TPRS doesn’t have to be complicated. It’s all about creating simple, engaging stories that introduce new language in a way students can easily understand.
Here are a few practical ways you can start using TPRS in your classroom, whether you’re teaching elementary or junior high students:
For Elementary Students
Keep the stories short and simple, using local elements that are familiar to your students. For example, you could create a story about a character who visits a famous place in Taiwan, like the night market, and buys different foods.
Each food item introduces new vocabulary, and by repeating the story with small variations, students get plenty of exposure to the target language. Use props, gestures, and pictures to help bring the story to life, keeping your younger students engaged.
For Junior High Students
At the high-beginner level, you can introduce slightly more complex stories that include dialogue and focus on different tenses or grammatical structures.
For example, a story might involve two friends discussing their favorite places to visit in Taiwan, allowing you to practice conversational phrases and introduce past or future tense. You can also encourage students to contribute to the story, adding details or creating their own version.
This involvement helps build confidence while reinforcing the language in a meaningful way.
Use of Gestures and Props
Whether you’re teaching younger students or high-beginners, using gestures and props is a key part of TPRS.
If your story involves a character eating at a restaurant, for example, you can mime the actions or use real or fake food items as props. This helps students connect the language to real-world actions, making it easier to remember.
Personalizing Stories
Another great way to engage students is by personalizing the stories. You can incorporate students’ names or personal experiences into the story, making it more relevant and memorable for them.
Personalization keeps students interested and creates a stronger connection between the language and their everyday lives.
Why TPRS Works in Taiwan
TPRS offers a flexible, engaging way to teach English in Taiwan’s EFL classrooms, whether you’re working with elementary or junior high students.
The storytelling aspect helps make language learning more interactive and enjoyable, which is especially useful in an environment where students are often shy about speaking up.
Plus, TPRS gives you room to incorporate local culture, which helps students connect with the language through stories that reflect their own surroundings.
That said, just as every student is unique, so is every teacher and every classroom.
TPRS may work wonderfully in one setting and not feel quite right in another. Some students thrive with storytelling, while others may prefer more structured approaches.
It’s ultimately up to you as the teacher to decide if TPRS fits your teaching style and your students’ needs. Remember, the goal is to make learning enjoyable and effective, and you know your classroom best!