Impossible? No, it’s not! A challenge? Oh yes! Definitely! Of course, there are a lot of difficulties to overcome. The students can’t read or write – not even in their own language – and in most cases you don’t have a language in common with them. But with a little ingenuity you can reach a lot. And your lessons will only be improved. The longer I teach with CI methods, the more convinced I am that it is the best way for illiterate students to learn a language. In this workshop I will tell you which adjustments you should make if you want to teach CI methods to illiterate or low-skilled adults or young people.
In most of the CI-based approaches, we use translations and drawings. Illiterate people often 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.
In addition, the use of drawings is also not evident with this target group. After all, drawings are often culturally determined. The students do not always understand “our drawings”. How do you solve this if you want to work with Story Listening, a method that actually works very good 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 therefore not impossible. It just requires some adjustment in the initial phase.
It is about these very necessary adjustments, I would like to talk about in the presentation.