Phase Two: Story-Building Phase
The fuller picture of developing communities of practice.
During this stage, you can interact fruitfully with native speakers who have a lower level of commitment toward you than in the first phase. You should consider whether this would be a good time to join a rich community of practice by living with a host family. Increasingly, time spent in other regular relationships, such as shopkeepers and neighbors, can become more meaningful. A very simple, highly foreign identity is beginning to emerge in such COPs, while in the primary COP with the Primary Nurturer, your identity is becoming richer, since much more concentrated, and richer participation is taking place.
Supercharged participation activities to Develop the speech up development of Understanding ability.
Use picture stories to greatly increase life domains and corresponding vocabulary, including more abstract vocabulary. Begin to process connected stories. The language helper can make a stick-figure “picture story” of her life later in this phase (perhaps after fifty or 100 hours). Series-Method style picture strips and TPR activities (as in the Live Action series).
Supercharged participation activities to speed the development of Talking ability.
Tell picture stories and use Lexi carry interactively. Later in this phase you can make a picture story of your life and attempt to share some simple personal background stories. Use more complex role-plays of survival situations.
Culture issues and pragmatics
Use role-plays to allow you to focus on polite ways to perform speech acts. Use discussions of the Lexicarry in this way also. When the language helper takes takes lead in picture stories, her interpretations of situations and events will commonly reflect her world view. In addition, if possible, simple(or simplified) local stories could be made into picture stories, and Series Method picture strips could be made depicting local activities. This will give you new insights.
Most Relevant Grammar Issues to be aware of.
In general, grammar forms that played a frequent role in comprehension in an earlier phase will play a bigger role in production in the following phase. In the picture story phase, there is a continuation of here-and-now language, as the pages of picture stories are first discussed in terms of the state and activities that are observed in them. What were called “later here-and-now” forms in phase one may become much more frequent now: desire(wants to), need, obligation, ability(should, must,can). Some conditional forms may arise (if....then). Subsequently, the stories are told by the language helper in a simple narrative form. Many verbs that were thus far familiar in primarily in their “ongoing activity” forms(or command forms from TPR)are now heard in their “past event” forms. Simple “anaphoric devices” become more salient(for example, characters may be first referred to by full nouns, perhaps in some special form-a boy-and then subsequently referred to by pronouns- he-or in some circumstance other noun forms-the boy). There may be other complexities, but the stories are so simple at this point, that they may not stand out a lot.
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