Total Physical Response in Young Learners’ Classroom

This work aims at presenting major advantages and limitations of Total Physical Response as a method of teaching English language in young learners’ classroom. We will also give a discussion on the suitability of this method for different levels of English language acquisition and proficiency. Focus of the work is on a research carried out with two groups: elementary school teachers with three or more years of working experience, and young teachers just beginning their TEFL experience in canton 7 in Bosnia and Herzegovina. The research will show how present and popular TPR is with teachers of English language and if the use of TPR in the classroom is limited with the curriculum. We will try to prove the link between Gardner’s theory of multiple intelligences, different brain functions, language acquisition and TPR. In doing so, we will research the evolution of TPR and growingly popular TPR storytelling in an early level of English learning along with current misconceptions regarding the level of TPR students, and its limitation with different English learning skills