* use of TPR Storytelling

* classroom environment and strong relationships with students

* strategies provided for ways to keep students in the target language

http://www.brycehedstrom.com/wp-content/uploads/2011/09/UNDERSTANDING-TPRS2.pdf

http://www.fluentu.com/spanish/educator/blog/spanish-tprs/

http://martinabex.com/category/story-scripts/

http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/targetlanguage.html

* both big names in the development of TPRS

* When I use English in the class, what is the purpose - clarification, save time, classroom management, etc.?

* Do I have the time to develop the necessary materials for TPRS?

* How will I collect data and measure improvement?

* Students should not be counting on me to translate for them. - "If students haven't studied, they are confused because they don't know the answer, but then I givethem the answer in English, so why should they study? They count on me to translate." – Instructor’s Use – Wilkerson

* “An emphasis on Standards-based learning that places proficiency above grammatical precision.” (p. 23)

* “The basics: pairing the target language with visual support and gestures; slowing down, simplifying, and repeating key terms; using cognates when possible; checking often for understanding; and engaging students with real world-likesituations that allow them to function at their particular proficiency level.” (p. 24)

http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1179&context=teachlearnfacpub

* helpful list of key principle for keeping it in the the target language

* Rules of the Community

* Helpful documents for research project.

* Interesting discussion of the view of parents and students about the need (or lack of) for English in a French-speaking community (in Canada).

* Importance of visual aids, miming, gestures, and step-by-step directions on the board in TL.

Maximizing Target Language Use in a Pre-service Practicum

* "Direct and positive correlation between learner achievement and teacher use of the target language.” (p. 22)

* “Together with best pedagogical practices, maximizing the TL in the classroom will ensure a lively and engaging language experience that can approximate authentic

language use and make language learning meaningful to learners.” (p. 35)

* Study found that teacher code-switches were the largest factor of the language students chose to use.

* As a result, students used a higher percentage of primary language in the classroom.

Language Use in the Foreign Language Classroom

* Ideas for classroom management strategies of when/how to use English.

Instructor's Use of English in the Modern Language Classroom

* Results showed an increase of 75% for students that viewed films with subtitles, versus without, but a decrease in the students that viewed films with English, versus target language, subtitles. 

Gains to Language Learners from Viewing Target Language Closed-Captioned Films

* "A student accustomed to engaging in purposeful communication in the target language might lose interest in language study when transferring to a new instructor who speaks English." (p. 5)

Introduction of TPRS and Its Implications for Chinese College English Teaching

comprehension-based methods typically outperform traditional students on measures of communication and do as well or better on tests of grammar."

* There is a major difference (increase) in the amount of questions asked (by the teacher) in the TPRS classroom versus the traditional classroom.

* Results of the study show that TPRS students outperformed the traditional students on both the final and oral examinations.

* "Just as it is accepted almost without exception that the target language should be used as much as possible in language classes in order to maximize exposure to comprehensible input, it follows that exposure to closed-captioning in the target language is more desirable for foreign language learners than English subtitles."

* Interesting use/incorporation of SSR (Sustained Silent Reading) on a weekly basis.

* Look into Blaine Ray's book of stories - Look I Can Talk.

* "In the typical TPRS classroom, the focus is on storytelling, reading and the personalization of class topics to the members of the class. Grammar explanations are typically very short and content is narrowed to the most useful phrases and structures for real communication."

* Good examples of reading assessments for students in the future.

environment is maintained by keeping the target language understandable."