Clarifications: A.I.M.’s claims about T.P.R.S. and reality.

The Accelerated Integrative Method— AIM– is a comprehensible-input second-languages method which was developed by Wendy Maxwell in Canada.  I havn’t used AIM (but have posted some comments about it from practitioners here).  AIM is better than any standard text:  they use stories, lots of repeated (and sheltered) vocab, etc, which are practices in line with what we know about what the brain needs to acquire languages.

AIM makes some claims about TPRS here, claims which I don’t think are always accurate.  Mainly I want to clarify TPRS (as I understand it).  I’ll quote AIM’s claims about TPRS and then clarify each in turn.  What is in the text boxes is all AIM’s words.

 

Claim: 

AIM	TPRS
Students speak primarily in sentences.	Students respond primarily with one-word responses.

Reality: in TPRS, students say whatever they are developmentally ready to say.  In a beginner class, students’ initial output will be one-word and yes/no responses to questions.  As input builds mental representation of language, their output grows longer and more complex.  TPRS is built on research, which shows that forcing output beyond what students are developmentally ready for does nothing for acquisition and makes many students uncomfortable.

 

Claim:

AIM The teacher uses a variety of strategies when students don’t understand.

TPRS Translation is the primary method used when students don’t understand.

Reality: a TPRS practitioner will establish meaning using direct translation, and use translation to clarify, but will also use gestures, props, actors etc to clarify what is happening.  What TPRS does not do: make students guess (or, in edubabble,  “use metacognitive strategies to decode meaning”).  Why?  Because there is no substantiation in research that language acquisition gets easier and/or speeds up when people have to guess at meaning, and because how effective decoding strategies are depends on how much the learner already knows (and on the language being taught– good luck using cognates and “sounding out” when acquiring Mandarin).  While babies and first language learners must guess, they have unlimited time to do so, while a classroom teacher has about 100 hrs/year max.

Claim:

AIM Offers a full online teacher training and certification program.

TPRS Offers webinars online.

Reality: both AIM and TPRS offer live training, and both offer online training, DVDs, etc.

 

Claim:

AIM Supported by a variety of research. (See attached)

TPRS Based on research of comprehensible input (CI) by Krashen.

Reality: the research into language acquisition supporting what TPRS does has been done by Krashen, Bill VanPatten, Ashley Hastings, Wynne Wong, James Asher, Beniko Mason and many others.  See this for a summary. A.I.M. is built around most of the same ideas.

There is some good data from the Netherlands which suggests that A.I.M. works somewhat better than a traditional “skill-buuilding” approach.  However, most of what is on the research portion of their page does not qualify as good science:  small sample sizes, lack of control groups, etc, mean that AIM claims must be taken with a grain of salt.

 

Claim:

AIM Yes/no questions are rarely used. The teacher focuses on total and partial questions with complete sentence answers.

TPRS Questioning is done by circling (asking the same question in many ways) that includes yes/no questions, QT and QP as well as PQA (personalized questions and answers). Answers are usually one word. PQA = teacher talk

Reality:

1.  PQA is not teacher talk.  It is teacher-initiated and teacher guided, because the teacher is the one who knows the target language.
2. Answers are whatever the student is developmentally ready for.  For beginners, this means one-word and/or y/n answers.  Later, output will become more complex and longer.  We know from research that asking people to output beyond what they can do– eg complete sentences for beginners– is not really language use; it is memorised performance.
3. Not all questioning is circling.  In reality, TPRS practitioners circle some new vocabulary, but prefer to use parallel characters (or students) for vocab repetition rather than focusing on questioning one sentence (though one-sentence focus is appropriate at times).

 

Claim:

AIM The students and teacher write very long, detailed stories together, which are generally based on the play being studied. This happens twice as a whole class activity and twice as a partner activity per 50 hours of instruction. The play, vocabulary and language manipulation activities/creative writing are systematically integrated for success, predictability

TPRS The student and teacher build a series of short stories (including 3 new words or phrases) called PMS (personalized mini-situation) by having the teacher “ask” the story. This oral activity happens frequently. Written exercises become more of a focus in the 3rd and 4th year.

Reality: TPRS includes writing right from the get-go.  However, writing (and speech) in TPRS are indicators, not causes, of acquisition.  In TPRS, students begin simple re-writes of stories after first co-creating one, and then reading various versions of it.

TPRS uses minimally-targeted (focused or chosen) vocabulary to build stories.  Aside from a few basic verbs, nouns etc, the stories go more or less in the direction that students want them to.

TPRS stories vary in length, generally getting longer as students acquire more L2.  Student written output (at the end of say Level 1) will be 600-1,000 words in one hour.

 

Claim:

AIM Believe in a balanced literacy approach.

TPRS High emphasis on the importance of reading (every second day) for language development. Students read early on. Students translate all readings out loud in a whole-class setting

Reality:

1. I have no idea what a “balanced literacy approach” is.
2. No, TPRS practitioners don’t necessarily translate all readings out loud, OR in a whole class setting.  Sometimes…but we do partner translation, story illustration (comics), free voluntary reading, etc as well.

 

Claim:

AIM The number of structures per lesson varies significantly.

TPRS In a typical lesson, the teacher introduces and focuses on three target language structures.

Reality:

There is no pre-set number of structures in TPRS.  An initial story will use a lot (because you need the “super 7” verbs to start storyasking with beginners).  Later ones will use more, or fewer.

 

Claim:

AIM All words and grammatical structures are associated with a gesture. The gestures are standardized. Gestures accelerate comprehension – no need to translate – the gestures allow the teacher to teach words as each represents clearly [sic] the meaning

TPRS Gestures are sometimes used in conjunction with new vocabulary, however teacher and/or students can create his/her own gestures. Gestures or a physical response (TPR) from the body (limits to imperative form) and are used mostly with younger students (under Gr. 5) when needed only.

Reality: 

1. In TPRS, TPR is not limited to third-person imperative.  As a matter of fact, Ray and Seely (2015) advocate using third-person singular (and other) forms when doing TPR.
2. TPR is suggested for younger learners, but also works well (albeit with limited effectiveness) for older learners.

 

Claim: 

TPRS has a “Five-day lesson plan which includes only three activities: PMS or mini-story, reading the extension, timed free writing and reading”

Reality: umm…TPRS practitioners also do any of the following activities:

• Movietalk
• novel reading
• translation (in various formats)
• la persona especial
• Picturetalk
• reading/listening to developmentally appropriate cultural texts and/or songs
• other games, such as Mafia, paper airplane translation, running dictation, etc.

 

Claim: 

AIM Teachers are encouraged to “flood” the student with vocabulary in the target language.

TPRS Teachers are encouraged to limit the amount of vocabulary introduced at one time.

Reality:  This is true.  Why do TPRS practitioners carefully restrict vocabulary?  Because of the “bandwidth” issue, or what Bill VanPatten calls “working memory constraints.”  Basically, the less variety of info the brain has to process, the more in-depth the processing of each item (and the sounds, grammar “rules,” etc with which it is implicitly associated) can be.  If we can recycle a limited vocab set over and over, the vocab will be easy to pick up.  In addition, when we have limited vocab– and so are not constantly guessing at/trying to recall meaning, because the working mind can have about 7 items in its awareness at a time– our brain can devote mental energy to soaking up grammar, pronunciation and other properties.

In TPRS, we “practice” language– by processing input– much like musicians practice pieces they are learning: we go over limited parts of tunes/songs to really nail them, rather than trying to soak up an entire piece in one go.

 

Claim:

AIM Provides everything for the teacher in terms of outlining in detail and with scripted teacher talk for teachers to model what they might say during whole-class activities.

TPRS The teacher asks many questions using the new vocabulary (5-6 questions) being taught. These questions are created ‘on the spot’. No teacher’s guide is provided since questions depend on student answers and reactions. A PMS (personalized mini-situation) is created by the teacher with the help of students, but all of this depends highly on teacher’s knowledge of the L2.

Reality: this is one of the alleged strengths (and to my mind) weaknesses of AIM.  The AIM curriculum is massively structured, which means that– provided they know the routines– any teacher can, in theory, start AIM with very little planning.  However, the rigid structure– this is what your play will be, these are your questions and answers– will inhibit personalisation possibilities, and also raises the question,  what if the students do not find the story interesting?

 

Claim:

AIM All students participate by speaking chorally, gesturing or reading the gestures. There is never silence in an AIM classroom – all students speak 30 minutes of a 30 minute class

TPRS One or a few students are responding to commands at once. The teacher does most of the speaking. Students only start producing the L2 when enough comprehensible input has been provided (called the silent period – several hours to several weeks)

Reality:

1. Nobody at AIM has ever explained why it is necessary for students to speak.  We know from research that input, not output, drives acquisition, and that forced output is not language, but what VanPatten calls “language-like behavior” which does not develop acquisition.
2. TPRS– outside of during bursts of TPR– does not use “commands.”
3. Students produce developmentally-appropriate L2 from Day 1.  Initially, this will be y/n and then then one-word answers, and later sentences.

 

Claim:

AIM Syntax and grammar are visualized, produced and embedded kinesthetically in this multi-modal approach AIM’s three-stage inductive grammar approach ensures a Natural Approach (Krashen) to the understanding of grammar

TPRS Teacher uses translation to clarify grammar and structures. They use pop-up grammar and one-second grammar explanations. For example, during the translation of a reading it is used every 20 second or so and always in the L1.

Reality: there is no need to “visualize” syntax or grammar.  Since acquisition of L1 (and L2, L3 etc) follow the same processes, and since nobody “teaches” their own kids grammar, vocab etc, it is not clear why one must “visualize” syntax.  If one understands the input, the brain will build mental representation of grammar.  This is not a problem in AIM, however– there is nothing wrong with grammar visuals– but they are unnecessary.

TPRS uses direct translation in order to waste as little time as possible and to stay in L2 as much as possible.

 

Claim:

AIM Specific language manipulation activities to scaffold the ability for language use

TPRS Does not contain specific language manipulation activities to scaffold the ability for language use

Reality:

1. “Manipulation” of language is not necessary to acquire it.  As Bill VanPatten notes, processing of comprehensible input alone “appears to be sufficient” to develop mental representation of L2.  In other words, reading and listening to what students understand is all they need to acquire the language.
2. TPRS does scaffold.  This fancy word means “make things progressively  more complex while keeping them comprehensible.”  TPRS practitioners go sentence-at-a-time with narration, use embedded readings, recycle previous vocab, do comprehension checks, etc.

 

Reality:

AIM Cooperative learning is emphasized – all written language skills are developed orally in conjunction/discussion/interaction with a partner

TPRS Students mostly work individually when it comes to written activities and frequently assigned as homework. Oral work is mostly presented as a whole-class activity

Reality: true.  Why does TPRS avoid “partner” or “communicative pair” activities?

1. Learners inevitably produce junky output, which becomes junky input for other learners.  If we accquire language through input, the purpose of generating bad output and having that bad output become bad input is, well, something I have not heard explained by AIM.
2. Learners need only comprehensible input to acquire a language.  If they want to talk, great…but they don’t have to talk, and the lack of forced output means many kids are more comfortable in class.

 

Claim:

AIM Carefully sequenced partner/group activities

TPRS Various random activities for ‘partner vocabulary practice’

Reality:

TPRS does not require or suggest that teachers to do “partner vocabulary practice.”  What “vocabulary practice” would be is not mentioned.  I am not sure where AIM got this idea.

 

Claim:

AIM Each activity of one type lasts a maximum of ten minutes to ensure the highest level of focus and learning potential

TPRS One mini-story/PMS is taught per 50-minute daily class

Reality:

1. There is no defined max/min length for any TPRS story.  Blaine Ray has famously told of spending four months on one story.  Sometimes a story doesn’t work, so a TPRS practitioner ends it quickly and moves on to other activities.  Some TPRS practitioners advocate what Mike Peto and Ben Slavic have called “quick takeoffs and landings,” i.e. stories that last 25-40 min.
2. How long an activity in a TPRS class lasts depends on how interesting the students find it. 
3. A TPRS class is not just story-asking.  TPRS practitioners also do Movietalk, Picturetalk, reading, persona especial, C.I. games, translation, skits, etc.

 

Claim:

AIM Students visualize every single word as the teacher gestures delaying showing the written word.

TPRS Students visualize the written word/translated written word very early on…

Reality: there is no requirement/suggestion that students in a TPRS class “visualize” the written word.  A TPRS practitioner will write whatever words are used (with translation) on board.  This is to help “anchor” and clarify the meaning of words, as we know that comprehensible– and not ambiguous– input is what leads to acquisition.

 

Anyway, that’s what AIM claims and what (my understanding of) TPRS actually is.  Be good to hear from AIM what they think, or if they can clarify.  Also be nice to hear from TPRS practitioners re: what they think.

 

 

What are the pros and the cons of A.I.M.?

I was recently chatting with a couple of Vancouver teachers who used to use the Accelerated Integrative Method (A.I.M.) of language teaching.  A.I.M., developed by Wendy Maxwell, is both a method and a program.  It begins  with “total immersion”: the teacher speaks only the target language in class, and uses gestures to support meaning.  Students are expected to speak from Day 1, and to also use the gestures.  There is reading, some grammar instruction (not a ton), and the whole thing is built around a set of stories, which are read, listened to, acted, watched, acted with puppets, etc, as well as responded to.  Oral output is rehearsing a play, which is performed at the end of the year/semester.  They have some reading materials.  The curriculum is super-structured:  you need to “do” all the stories in order to perform the play and they have very detailed lesson plans (and procedures) starting day 1.

Now, I have not used A.I.M.– I found out about it at the same time as T.P.R.S. and the latter intuitively appealed to me more– but I get asked a lot about what I think.  So since I can’t speak for A.I.M., I’ll let Catherine and Natasha explain what they did and didn’t like about it:

Natasha:

• used AIM for about 2 years for French
• liked the intense “immersion” it offered– lots of French spoken in class and the T.P.R. (total physical response– words accompanied with gesture) aspect
• initially appreciated the rigorous structure: it was “easy to start” and there was no need to copy/borrow/adapt “materials” and “resources” from others.

Natasha abandoned A.I.M. and here is why:

• the TPR was only superficially and initially useful and eventually became a pain in the butt.  Students also generally refused to do it.
• TPR created problems with ambiguity, and fossilised.  For example, if a gesture accompanied “walks,” Natasha found that they would keep using “walks”in the wrong place with the gesture (e.g. “we walks”).
• the oral assessment– can the kids recite their lines in the play?– in her view was silly as it wasn’t even close to real language use.  She also noted that the performers didn’t always know what they were saying.
• she found it very difficult to keep the kids focused on the stories, because they are the same in all their iterations.  E.g. they would listen to it, read it, watch it, act it out, act it out with puppets, etc.  There was, according to Natasha, no variation.  No parallel characters, student-centered improv a la t.p.r.s., etc.

Catherine also used A.I.M. for two years and repeated most of Natasha’s comments (both positive and negative), with a few of her own.  On the upside:

• if the whole languages department in a school is using A.I.M., the transitions between grades– i.e. “what should they know when they start grade ___?”– is very easy, as the curriculum is majorly locked in.
• the theatre pieces in which each year or semester culminates are pretty cool to look at (and, if your school has the resources for costumes etc, can be a lot of fun to put on)

On the downside:

• because the curriculum is so rigid, it inevitably leaves some students out.  If students have not acquired ___, the curriculum marches ahead anyway.
• there is very little room for improvisation in stories
• teachers with a creative bent will be severely limited, because the whole A.I.M. package is “unified” and one has to “do” or “cover” everything for the final goal– theatre pieces– to work.  This means that teachers’ ideas will have very limited room for exploration.
• much of the introductory stuff is boring.  E.g. the class sits in a circle and the teacher says “this is a pen,” and “this is a desk,” etc.

(One of the interesting things for me was oral assessment:  A.I.M. uses “real” language– i.e. student-generated output– right from the get-go, but assesses something other than “real language” in the theatre piece, while T.P.R.S. uses “fake” language– acted-out stories with simple dialogue– but assesses “real” language– teacher interviewing the kids one-on-one.)

T.P.R.S. answers a few of these criticisms:

1. T.P.R. is only (and optionally) used for awhile, and generally with true beginners
2. The method is infinitely flexible.  We have Blaine’s “holy trinity” of story asking, PQA and reading…and we now also have Ben Slavic’s PictureTalk, Ashley Hastings’ MovieTalk, dictation…and even when we are using a “text” such as Blaine Ray’s Look, I Can Talk, or Adriana Ramírez’ Teaching Spanish Through Comprehensible Input Storytelling, we– and the KIDS– can change story details, locations, etc etc.
3. The comprehension checks in T.P.R.S.– if regularly done– will provide super-clear feedback about whether or not students have acquired (on understanding level) whatever they are being taught.  If a teacher gets a weak choral response, or slow/poor responses from the actor(s), we go back, add a character, etc.
4. There is no “end goal” in T.P.R.S.  If we are in the target language, and the kids understand, and we don’t overload them with vocab, they are acquiring.  Blaine Ray has famously remarked that he spent four months doing ONE story with his grade 9s.  We are not working toward an exam, a play, a portfolio.  All we want to do is tell the kids interesting fun stories with vocab we can repeat zillions of times.
5. If a story is boring, we add a parallel character, or bail out and start another one, or throw something random in.  While we do want to stick to our structures, we can basically do whatever we want with them.
6. If there’s ambiguity we just translate.

Another colleague, Katy-Ann, has this to say about A.I.M.:

“I loved using the AIM program!!  It was a lot of work at the beginning to learn all the gestures, but I found that it worked so well. I could speak French for the entire time with my 8’s, and the majority of the kids loved the way the program worked. At the end of the year the students were capable of telling a story (based on the play that we read) in their own words, with a partner. The activity was completely unrehearsed, and as the students alternated back and forth telling the story, they had to listen for details and continue on where their partner left off. Most groups talked bath and forth in this way for a good 10 minutes. They were also capable of writing a massive story. I loved hearing them create more complex sentences and I could help them with the words they were stuck on without actually telling them the word. I could gesture and it would jog their memory. I found that this gave the students confidence. They were actually recalling things and not just repeating words back to me. At the end of the year the feedback from the students was overwhelmingly positive and the parents were very supportive of the method as well.

I’m a fairly animated teacher, so I felt comfortable making a bit of a fool of myself with the gestures, songs and games. My colleague and I collaborated a lot during the process and reworked the songs into raps to make them a little cooler. This style really suited my personality and I loved that I could actually stick to my French only rule in the classroom.  I haven’t used TPRS in the classroom and unfortunately I’m not teaching French this year, so I can’t really compare the methods. If I was teaching French (and I had some pull at my new school) I would totally beg to do the AIM program again with the jr French classes. I’m not sure how the older kids would react to it.

Anyways, I hope that this helps. I think that the program is AMAZING. The kit that my school purchased is called Salut, mon ami. I only got through one kit in the year, because we added in a couple things, but I would recommend two per grade – or if you are just starting, then one.  Of course there are some holes in the program, but the main thing that I noticed is that the kids were speaking in full sentences every day, they were successful and engaged. I could really go on and on about it because I’m a believer. I would totally take the seminar if you can. I did the three day course and by the end I knew it was for me.”

Anyway there you have it, some A.I.M. ideas.  Anyone with experience with A.I.M. please leave some comments.