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Total Physical Response in a Dual Language Program to Increment Vocabulary

Amabel Alarcon

Walden University

Dr. Sandra Browning

Action Research for Educators

31/1/2017

Total Physical Response in a Dual Language to Increment Vocabulary

We live in the era of globalization. We have fewer and fewer barriers to reach out to other world visions, merchandises, ideas and culture around the world. Worthy (2016) found that bilingualism was a major positive influence in economic progress. For this reason, many countries have given more and more attention to bilingualism. In our country, we have noticed the importance of learning a second language and different programs have been implemented in the education sector. One of these models is the Dual Language (DL) that involves two languages to provide instruction. Conventionally half of the time in one language and the other half in the other (Lindholm-Leary, 2016). Although there is variation in the exposure to the languages, all Dual Language models have the same goal, “promote bilingualism and biliteracy, academic achievement at/or above grade level, and cross-cultural competence for all students” (Lindholm-Leary, 2016, p. 61).

Context of Classroom and Research Question

I work at John C. Daniels (JCD) school, which has an English-Spanish DL program. In the school, we have installed a system to help children acquire literacy and language in an easier manner. Kindergarten and first grade have literacy in their native languages. These classes spend 80% in their mother tongue and 20% in their second language. Second to fifth grade, have 50% in Spanish and 50% in English. I teach second grade, and I keep one group of 24 students for one week teaching all the subjects only in Spanish, and the next week I teach the other group with 24 students. For the subjects of socials, science, writing and reading, I prepare the same for both classes, but for mathematics, we plan together with the English component so that we do not reteach the same information and students can keep up with the curriculum.

I have noticed that because the second grade is the first year of students having the program 50-50, the students whose Spanish is their second language struggle because they do not have the vocabulary to read and comprehend. Some of these students read high levels in English, but in Spanish, they fail in comprehension. These students can decode, but focus their understanding on illustrations or pictures only. Although I present the vocabulary at the beginning of any reading, I consider it is not enough time for students to remember it. Consequently, they cannot use the words to answer questions or write. One strategy that could help students to acquire vocabulary is Total Physical Response (TPR). Al Harrasi (2014) said that TPR could be a successful method for teaching students since it can improve language learning.

Beeman (2013) recommended identifying a concrete idea for a unit and start by creating background knowledge with an experience. In this activity, students will obtain academic oral language and vocabulary they need to discuss, read and write about important concepts of the topic. I will present a unit of the Solar System; I want to select the vocabulary and implement TPR experiences with my students for them to acquire the proper vocabulary. In order to collect data , I will give them a pre-post test. My goal is that students will be able to own that vocabulary and use it to show understanding. At JCD School one of our goals is writing to show understanding. We have a slogan that says think it, say it and write it. I would like my SLL students to write complete sentences with their new knowledge.

Literature Review

There is a controversy about bilingualism; there is a concern if it is necessary to learn a second language considering that English is a language of power not only in U.S but across seas. Lindholm-Leary (2015) did a research about Dual Language programs in Spanish and Mandarin to see how students perceive bilingualism.. The first is how students have rated themselves from fifth-grade bilingual. It seems that by the fifth to eighth-grade students had developed proficiency skills in both languages (Lindholm-Leary, 2016). The second is that these students mention how being in a DL has helped them to be more creative, think about information across languages, translate, they also are skilled in reflecting how the languages can be similar or different . Although students consider learning a second language a challenging task, they are all aware of the importance of learning a second language. Affirming how eventually they are going to be beneficiated by finding more jobs and college opportunities, helping the family, getting AP classed and participate in exchange programs (Lindholm-Leary, 2016).

DL programs have gained more popularity through the years since it has been demonstrated that students, specifically Latinos, benefit from learning both English and Spanish. Babino (2017) affirms that multiple studies have shown that students in DL models have outperformed their peers in monolingual English classes. DL is an additive program which allows students to develop a language and still maintain the first language. In the other hand, programs like Transitional Bilingual Education (TBE), also called remedial bilingual program, focus on developing students’ English skills , without delaying content. gradually, students are taking more subjects in English until they can be mainstreamed (Brisk, 2006) eliminating their native language.

Understanding that being bilingual is an asset for students, it is necessary to know how to learn a second language. Castro (2010) took the idea of Piaget where he explains that children learn to understand and consequently to talk. Castro (2010) said:

Before children can utter a sentence, they understand when someone says: “Look at that cat!” and demonstrate that understanding by turning their head to look at the cat in question (Castro, 2010, pg. 10).

Children start developing language by experiencing the world through actions like touching, sucking, pulling, listening, overall with their senses. Asher (1972), the original creator of the TPR theory, suggested that students should follow commands just like children do when learning to speak. His research consisted of teaching German to a group of students by first listening to German commands like sit, stand up, come, point with your finger, etc. These commands will get more demanding each time since the vocabulary was growing during each session. Students will be enriching their listening abilities but not producing language until a later stage. By the end of 32 hours of training, the students were able to assimilate 500 words. The results demonstrated that a keen level of listening comprehension could be achieved in about one-half the usual practice time (Asher, 1972, ).

As a teacher of a DL model is crucial to find useful strategies that can help students to become bilinguals . TPR is a strategy that enhances memorization through association with the physical movement. Al Harrasi (2014) suggested that this method help students minimize the anxiety of learning a second language and they tend to feel more comfortable and willing to participate. Furthermore, the approach brings enjoyment and entertainment since they can express in a kinesthetically manner where they are relaxed and can imitate their teacher. A major initiative of the strategy is that students cannot be rushed to produce language until they feel ready. It is important to give the students input by letting them practice and have exposure to the language until students are confident to produce their own output. This period of silent will give learners time to develop until they start articulating words naturally

Some benefits about TPR are mentioned by Al Harris (2014) Students acquire listening skills. As in any TPR activit y; storytelling, pictures, flashcards, action songs, role-plays, games, rhymes, and rhythms; scholars hear and the teacher becomes the speaker and interaction becomes vivid and more communicative between the students and the speaker (). These listening activities make students more confident growing in self-esteem since they can communicate in the second language without barriers.

Another benefit of TPR is using songs, rhymes, and chants where students are exposed to a variety of vocabulary and grammatical structures in meaningful contexts (Al Harrasi, 2017). This action helps them to take on vocabulary that will stay in their long-term memory. These activities make students learn more words in shorter periods of time. For example, singing will give learners a good reason to listen and respond to language with gestures. I am a witness of the response to this activity where students strive to recognize vocabulary to the point of own it and use is it when necessary.

The last benefit is to allow physical movement in the classroom. We are clearly aware of the active nature of children. Nathason (2004) said that the brain has a 10 minutes span of focused attention and students need a processing time to retain information. In TPR, these 10 minutes can be well used in an activity that allows the students to internalize in their vocabulary.

It is a reality that the world has turned into a connected community. It is inevitably a necessity of learning a second language to keep up with the demands of globalization. That is why it has been implemented throughout the U.S . several methods to undertake bilingualism. Although there is controversy about which method is more efficient, this action research has focused on Dual Language programs. These programs are additive because students from mainstream classes and the minority students will benefitby gaining two languages. Students in DL programs perceive the advantage of being bilingual. As a teacher of the 21st century, I am obliged to search for strategies that help students in their journey of becoming bilinguals. TPR is considered an effective strategy that can help learners of DL, where time is constrained, to be more efficient with vocabulary by using storytelling, pictures, flashcards, action songs, role-plays, games, rhymes, and rhythms.

Refined Question

This action research will answer to the question: How can teachers effectively implement TPR strategies in a DL program to increment vocabulary recognition and increase comprehension in students that Spanish is their second language?

TPR is a strategy that Asher (1972) researched and tested as effective . The problem is that teachers, where it is taught a second language, do not use it enough. I am aspiring to help my SLL students in a DL school to increment their vocabulary with TPR activities in order to prepare them for a demanding 21st century world.

Al Harrasi, K. S. (2017). Total Physical Response" wih young learners in Oman. Childhood Education, 90(1), 36-42. Retrieved from: file:///C:/Users/Amabel/Downloads/Using__total_physical_response.PDF

Asher, J. (1972). Childern's first language as a model for second language learning. Modern Language Journal, 133-139. Retrieved from: http://eds.a.ebscohost.com.ezp.waldenulibrary.org/eds/pdfviewer/pdfviewer?vid=1&sid=e508b916-ab9b-46c0-a650-b850fb8ab219%40sessionmgr4007&hid=4210

Beeman, K. &. (2013). Teaching for biliteracy strengthing bridges between languagges. Phuladelphia, PA.: Caslon Publishing.

Brisk, M. E. (2006). Bilingual Education. New York, NY.: Routledge, Taylor & Francis Group.

Castro, R. (2010). A pilot study comparing Total Physical Response Storytelling™ with the grammar-translation teaching strategy to determine their effectiveness in vocabulary acquisition among english as a second language adult learners. San Rafel, CA.: Retrieved from: http://files.eric.ed.gov/fulltext/ED509467.pdf

Lindholm-Leary, K. (2016). Students’perceptions of bilingualism in Spanish and Mandarin Dual Language programs. International Multilingual Research Journal. 10(1), 59-70. Retrieved from: http://www-tandfonline-com.ezp.waldenulibrary.org/doi/abs/10.1080/19313152.2016.1118671#aHR0cDovL3d3dy10YW5kZm9ubGluZS1jb20uZXpwLndhbGRlbnVsaWJyYXJ5Lm9yZy9kb2kvcGRmLzEwLjEwODAvMTkzMTMxNTIuMjAxNi4xMTE4NjcxP25lZWRBY2Nlc3M9dHJ1ZUBAQDA=

Nathanson, S. A. (2004). Thinking about the Brain to Balance Classroom Literacy Programs. The Language and Literacy Spectrum, 48-61. Retrieved from: http://files.eric.ed.gov/fulltext/EJ1059641.pdf.

Worthy, J. N. (2016). "Wow I can choose now!" Bilingualism and biliteracy development form childhood to young adulthood. Bilingual Research Journal, 39(1), 20-34. Retrieved from: http://www-tandfonline-com.ezp.waldenulibrary.org/doi/abs/10.1080/15235882.2016.1139518#aHR0cDovL3d3dy10YW5kZm9ubGluZS1jb20uZXpwLndhbGRlbnVsaWJyYXJ5Lm9yZy9kb2kvcGRmLzEwLjEwODAvMTUyMzU4ODIuMjAxNi4xMTM5NTE4P25lZWRBY2Nlc3M9dHJ1ZUBAQDA=

This part also needs to be revise

Making a Plan

In order for my students to improve their vocabulary about the solar system, I will create a TPR experience that will provide language and background knowledge about the unit. During one week, the first mini lesson will start by students watching on the smart board, a picture of the eight planets and singing a song that will identify the planets in order. Then, images of each planet will appear, and students will say the name and facts while mimicking gestures. After practicing, students will watch a video to identify facts of one planet. Daily, learners will write about each planet, and I will observe their progress. I will also take notes about their performance and confidence using their new terms in Spanish. Vocabulary has been targeted according to the test that students have to present before and after the experience. See Appendix A.

I will collect quantitative data with the pre and post test and qualitative data with the writing samples and the field notes. Putting all this data together will help me to see if TPR is an efficient strategy to implement vocabulary in a Dual Language setting. According to the data, I will change my way of presenting vocabulary to my students. The Spanish teacher team at my school also will be beneficiated with the results since they are all being active participants in the planning.

I planned to create a videotape with all the songs, facts and mimicking gestures of the students to conserve the idea and be able to use it in the upcoming school years. I also wanted to share the results and video with my Spanish teacher team in my school. For this reason, I sent a parent consent for children to be able to participate. Mertler (2014) mentions that ethic treatment for students and colleagues must be an essential component in any action research.

Collaboration

The team of Spanish teachers I refer before is integrated by the first and third-grade teachers that also teach the Spanish part in the DL. We have discussed the necessity of vocabulary for the success of our students. They have given me meaningful feedback, and throughout questions, discussions, and research they helped me to refine my question research and stay focus on my topic. I will continue to look for their suggestions and support for the rest of the study. Mr. Berry (Laureate Education Inc., 2015) said how important is to collaborate with colleagues since it can create a network of resources and it can help us to follow protocols to stay on task.

Create a Timeline

I will be collecting data for this action research for one week. The first step will be to send parent consent for students’ participation. Then, I will give the students the pre-test about the solar system. During this week I will be taking field notes about my students writing and their behaviors and performance in the mimicking gesture activity. I will meet with my Spanish teacher team to discuss the data I have collected so far. The post- test will be given the last day of the week. The video will also be recorded the final day. One week is a reasonable time to collect data that can determine the efficacy of the strategy. See Figure 1.

Figure 1

Laureate Education Inc. [Producer]. (2015). Pick a reseracher, Week 4-data [Video file]. Baltimore, MD.: Author. Retrieved from: https://class.waldenu.edu/bbcswebdav/institution/USW1/201740_02/MS_EDUC/EDUC_6733/USW1_EDUC_6733_module03_week04.html?course_uid=USW1.200.201740&service_url=https://class.waldenu.edu/webapps/bbgs-deep-links-BBLEARN/app/wslinks&b2Ur.

Mertler, C. (2014). Action research: improving school and empowering educators (4th ed.). Thousand Oaks, CA.: Sage.

Appendix A

Vocabulary Target

Planetas

Lunas

Sol

Gira

Cerca

Lejos

Anillo

Rocoso

Hielo

Meteorito

Cometa

Asteroide

Cinturon

Gran Mancha

Alrededor

Estrella

Interiores

Exteriores