Reflection

My action research gave me so much insight on my teaching as well as my students' response to my teaching. Second language learning is challenging, and there are various methods for language educators to teach their students. Due to the variety of teaching strategies for language learning, I wanted to attempt them and determine if the strategy aligned with my teaching style. As I began to investigate TPRS, I quickly discovered the complexity of the strategy. The biggest challenge I discovered from utilizing this strategy in a classroom is the conservation of engagement with students. The more I used the strategy in the classroom, I became more comfortable as well as experienced in TPRS. The practice in combination with my journal allowed me to refine my TPRS instruction and integrate supplemental tools like Class Dojo to enhance my instruction in order to keep my students engaged. The incorporation of other strategies such as turn and talk, move and speak, and write it out increased engagement into the TPRS strategies.

The completion of my action research gave me better perspective on the term "life-long learner." The process of the action research pushed me to grow as a professional, to take risks, and to reflect on my practice. Continuing to grow as a professional also demonstrated as a model for my students to set themselves to a higher level of learning. Throughout the process, I took the opportunities CADRE offered me by interviewing and meeting with other professionals in and outside of my district in order to further my TPRS instruction.

My action research impacted my teaching in ways of instructional practices and how to reflect on my practices in order to better myself as an educator. The data collection, analysis, and reflection process gave me insight into how to approach a problem and find a solution backed by research and data. This process impacted my teaching because it shows a purposeful and meaningful process to approach and solve a problem in my classroom.

If this research was repeated, I would integrate more student choices into my stories and circling instruction. The biggest issue with the TPRS instruction was the ability to tie my curriculum into the stories. When I incorporated curriculum into the stories, I noticed a decrease in student choice and ability to tailor the story to the audience. This lack of choice created a decrease in engagement with my students, which TPRS instruction needs in order to be successful.

I plan to continue utilizing TPRS instruction into my classes. I plan to further research and practice using this strategy with curriculum while maintaining engagement. I hope to further investigate intrinsic motivation as it pertains to language learning. TPRS opened various paths for me to improve not only my TPRS instruction, but also my teaching practices as a whole.

This research will impact my future teaching by advocating for this style of language instruction. Comprehensible input strategies are new to the field and still have much controversy if it is more effective than traditional language instruction. After conducting this research, I believe this style of language instruction can be implemented into my district curriculum. TPRS instruction incorporates the foundations of language learning into creative and engaging stories, which promotes natural acquisition of the second language for the students. I believe this style of instruction would be a beneficial strategy to be incorporated into curriculum.

The TPRS strategies utilized in the TPRS instruction incorporates a variety of practical skills needed after high school. These strategies on the surface improve language acquisition. Although this is the primary goal of TPRS, the strategies also develop communication skills, small and large group communication, and problem solving.