The use of TPR method to teach English based on Krashen’shypotheses

• Maria Jose Ávila Gallardo ^[1] ; Maria Teresa Miranda Vallejo ^[1]
  1. [1] Centro Regional de Educación Normal "Dr. Gonzalo Aguirre Beltrán"
• Localización: Engaging Minds, Empowering Voices: English Language Teaching for the Future / coord. por Sandra Inés Trujillo Juárez, 2025, ISBN 978-970-96534-3-4, págs. 227-242
• Idioma: inglés
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• Resumen

  • This investigation was carried out during the application of professional practicum activities at a kindergarten. The objective of the current document was to stimulate the acquisition of basic knowledge of English language in preschool students using games and TPR since the teaching of this language had been established in the curriculum “Aprendizajes clave para la educación integral”. It all started by creating some diagnostic activities and instruments, which helped to identify that there were a very small number of students who knew the existence of this second language, and that’s why their previous knowledge was too poor. Taking this into account, there were activities that developed the teaching of this language and, the words taught were significant for the students, which means that the students were able to identify the use of this second language in their daily life. With the execution of games and TPR, the acquisition of the English language for preschool students was favored. Making use of games such as memory card games, hopscotch, and the game “Simon Says” (which was of great help in the implementation of TPR through the movement of the body). Furthermore, a confident and empathic environment was created which helped students remember and produce the words taught during the English class and this is how they were also able to identify words in English, according to their level, when they heard videos or songs.