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This materials development project presents a Total Physical Response Storytelling (TPRS) unit created around an authentic Mexican legend. The author wrote and taught ten mini-stories in preparation for using the legend as the main story of the unit.

The author first discusses the theory behind the TPRS approach and its effectiveness in regards to language teaching and learning. An overview of how the TPRS process works, including examples specific to the author’s teaching context, is also described.

The paper then presents the rationale and design of the project itself. The author incorporated an authentic legend with the intention of connecting a cultural element to TPRS. The process by which the author chose the legend and created the mini-stories is explained and analyzed.

The final chapter reflects on the project as a whole and the teaching and learning experience entailed. It highlights the learnings that resulted in terms of the language-culture connection, TPRS technique and effectiveness, and the author’s personal approach to language teaching.


Bilingual, Multilingual, and Multicultural Education | Curriculum and Instruction