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What is it?

TPRS® is a specific instructional strategy involves the co-creation of a narrative through story asking, using high frequency vocabulary, and providing lots of input in the target language with small amounts of translation for clarity. Story asking is the process where the teacher asks the the students questions to determine the details of a story. Skills involved in this process are circling, pausing & pointing, using gestures, comprehension checks, pop-up grammar, and so forth. Literacy is a huge component as the created narrative becomes a text for extension activities, follow up stories, and so forth.

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Tell me more!

TPRS® was invented in 1990 by a Spanish teacher named Blaine Ray. Blaine was inspired by the works of Stephen Krashen as well as James Asher, who stressed the importance of gestures and movement to help in the language acquisition process. TPRS® has grown and evolved quite a bit over the past three decades. Formerly known as Total Physical Response Storytelling, TPRS has evolved thanks to the thousands of teachers who have contributed, expanded, and refined the strategy. There is also a huge body of research on the topic. For some of those resources and to see it in action, see the resources below.

TPRS in Action

Featured video: Watch Aya Shehata as she gives a TPRS demo in Japanese, including background about the strategy and how she incorporates it into her class.

More Thoughts and in-depth Discussion

What are the foundational steps?

Establishing meaning, story asking, and reading are the core parts of this strategy. To establish meaning, first introduce core structures that will be used in the lesson through TPR and other visuals - words for the characters in the story, verbs for the action, and some prepositions if necessary. Story asking is the process of telling a story where the details are not predetermined and eliciting the details from the students. Through circling, the teacher co-creates the story details with the class to establish a simple narrative. At the end, the teacher writes up the narrative and reads it with the class, going through several extension activities & games to get ample exposure and play with the written text.

Do you pre-plan anything?

Collaborative storytelling can be anxiety inducing if there aren't enough supports in place for the teacher, or the students aren't engaged in the process. For that reason, scripting out the story ahead of time is helpful. TPRS Books has slideshows and teacher manuals where they have done just that - provided visuals, pre scripted narratives, and readings for post-story asking. Other scripts like Anne Matava’s story scripts consist of engaging plots, with windows left wide open to invite in students’ creative contributions. The scripts are in English, to be custom-translated by the teacher to suit the particular needs and level of the class. Parts of the story that students are to supply are underlined, and questions used to elicit those details from students accompany each story.

Does this strategy really work?

Thousands of teachers have used this strategy over the years in ALL LEVELS, leading to lots and lots of research showing how TPRS is effective at achieving high levels of proficiency in students. Here are just a few samples of that research:

What does the data say? Does TPRS really work? - Hillary Tejada
Research on TPR Storytelling - Karen Lichtman
Scientific Research on TPRS - Dynamic Language Learning
A Comparison of TPRS and Traditional Foreign Language Instruction at the High School Level - Barb Watson

How do you come up with a story?

Teachers who are experienced in TPRS might seem like they can conjure an interesting plot out of thin air! But this kind of confidence has been gained through trial and error and lots of practice! Some teachers rely heavily on story scripts, as mentioned above, to provide the scaffolding they need to keep their language in-bounds and keep things sheltered appropriately. Other teachers prefer the non-targeted approach and run with whatever their students throw at them. Bottom line - don't give up! Start with a short, concise plot - someone has a problem. They need to find a solution. They try place A but there is no solution. Place B? Still no. Finally at place C, there is a resolution!

TPRS 101

A simple story - the process

By Martina Bex

Indonesian teacher reflections on TPRS and TCI

10 TPRS demo videos in 4 languages

compiled by Hillary Tejada

Teaching Yup'ik through TPRS

What is TPRS?
by Fluency Fast

TPRS Demo
by Adriana Ramirez

TPRS Q&A
by Hillary Tejada

TPRS
by Terry Waltz

Story script resources:
Tripp's Story Scripts

Matava Story Scripts

Story Cubes

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What is it?

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Tell me more!

TPRS in Action

More Thoughts and in-depth Discussion

What are the foundational steps?

Do you pre-plan anything?

Does this strategy really work?

How do you come up with a story?

TPRS 101 A simple story - the process

Indonesian teacher reflections on TPRS and TCI

10 TPRS demo videos in 4 languages compiled by Hillary Tejada

Teaching Yup'ik through TPRS

TPRS Q&A by Hillary Tejada

TPRS by Terry Waltz

Story script resources: Tripp's Story Scripts Matava Story Scripts Story Cubes

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TPRS in your classroom

TPRS 101

A simple story - the process

10 TPRS demo videos in 4 languages

compiled by Hillary Tejada

TPRS Q&A
by Hillary Tejada

TPRS
by Terry Waltz

Story script resources:
Tripp's Story Scripts

Matava Story Scripts

Story Cubes