TPRS, or pushing the limits?

Recently I have tried something new with the Special Chair. I have told the class, after interviewing someone in the chair, that “Ibu Anne mau informasi tentang (nama)” – Ibu Anne wants information about (name of child in chair). I told them ‘satu poin Bahasa Inggris, 2 point Bahasa Indonesia’. While this means that children are using some English in class, I have found that many of them are using Indonesian, or a mixture of English and Indonesian to give me information about the ‘special’ person. If they use English or incorrect Indonesian, I repeat what they said correctly. This means there is a higher percentage of English than normally used in this activity.

However, it is giving me an excellent idea of who is more confident and able to use Bahasa Indonesia. It also means that I know how well students comprehend the back and forward chat between the ‘special’ person and the teacher. I have Preps able to give me information in complete, correct Indonesian sentences, which is great feedback for reporting time!

What do you think of this idea? TPRS, or pushing the boundaries? Would love to hear your comments and suggestions!

2 thoughts on “TPRS, or pushing the limits?”

  1. Although I truly believe in the benefits of full immersion in the target language, I also think there are times when the rules can be bent a little, especially if it’s assisting you with assessment and student’s understandings and skills. You’re doing a great job Bu Anne!

    Liked by 1 person

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