In most Acquisition Driven Instruction, we use translations and drawings in order to be comprehensible. In Belgium illiterate people are often immigrants who don’t speak a European language. That means that most of the time I don’t have a language in common with my students. So, I can’t use translations in my lessons.
Also, the use of drawings is not evident with this target group because drawings are often culturally determined. The students do not always understand “our drawings”. What do you do if you want to work with Story-Listening, a method that uses a lot of drawing and actually works very well with illiterate students?
How do you work with TPRS? With “schooled” students you can “build” a story together. With illiterate students this is again not that simple, BUT not impossible. It just requires some adjustments.
I will talk about these very necessary adjustments in this presentation.