Plus a French Immersion Course for French Teachers

I’m very excited to announce a special pre-workshop course for non-native French teachers who want to improve their language skills, taught by Sabrina Sebban-Janczak. Participants will:


1) Experience authentic language in an authentic setting.



2) Boost their language skills to the next level with Comprehensible input.



3) Interact with the French language and culture in meaningful ways off-the-beaten-path, participating in unique hands-on activities in local settings.


4) Meet, network and socialize with other worldwide language teachers and Francophiles.

The price of the 3 day workshop is 255 euros. If two participants register together, they can benefit from a special "buddy" reduction and pay only 220 euros each.. Registration is now open.

Registration for the 2016 TPRS Workshop in Agen

You can register for the 2016 Workshop at .



Agen  lies in the Garonne valley in Southwest France at the heart of a rich agricultural area. You can get to Agen by high speed train (TGV). The trip takes about an hour from either Bordeaux or Toulouse and a little over four hours from Paris. The site of the workshop is within easy walking distance of the main shopping area, a dozen hotels and the train station. There is a free bus to get around the city center every twelve minutes.


The workshop will be held in downtown Agen..


Prices at downtown hotels range from 35 euros to 125 euros a night. You can get a decent meal for 12 euros in numerous excellent restaurants. For more information you can visit the Tourist Office site:  IBIS and Stim'hotel are comfortable and offer the kind of functional room you can find anywhere in the world. Hotel Regina has a definite French charm as does Les Ambans, a tiny hotel (7 rooms) on a quiet side street that could be the setting of a French New Wave film. The Ambassador is too far from the city center to walk to the workshop site. Appart'City proposes studios with cooking facilities at a very reasonable price.




Teri Wiechart worked as a French teacher at Delphos Jefferson High School from 1975 to 2010. Since then she has been a consultant for the Ohio Department of Education, working on updating the learning standards for Ohio's K-12 students and implementing the new standards. She has been a TPRS/CI trainer and coach since 2001. She has presented at the National TPRS Conference and she has been a coach for NTPRS since 2007. She was the coaching coördinator at the International Forum for Language Teachers in 2010, 2012 and 2013. She will again be the head coach at IFLT in July 2014 in Denver.She studied at the Université de Strasbourg and is a past President of the Ohio Foreign Language Association.




Judith Logsdon-Dubois began teaching English to French speakers in 1967 as a Peace Corps Volunteer in Cameroon. She moved to France in 1984 and began teaching adult learners in 1986. She earned a Masters and then a DEA in English Literature and Civilization from the University of Bordeaux III. In 1991 she began teaching translation and American literature at the DEPAA, an antenna of the University of Bordeaux for future English teachers. In1995 she passed the French civil service exam for teachers and obtained the aggrégation in 1997. She taught at the Lycée Jean-Baptiste de Baudre in Agen from 1996 to 2012. She is a published author and since her retirement has been giving private lessons and travelling around France to talk about TPRS. She has led TPRS workshops in France and in Switzerland.




The workshop program will be centered around experiencing the method, first as a student, learning Breton from Daniel Dubois, then observing experienced teachers work with real students, and then practicing with the same students while being coached. There will be sessions on classroom management, Embedded Reading, working with films, Krashen’s underlying theories, and French literature and culture. Considerable time will be spent in debriefing sessions, so that there will be more back and forth communication between the presenters and the participants than can be handled in larger programs. 

Participants are encouraged to consult the reading list below to prepare for the workshop.

Reading list

We are posting this reading list for those who are coming to the Workshop. You may not have time to read all of them, or even most of them, but if you can, try to read one or two. I think it would be very helpful to get comments in order to guide us in our choice. Which of the suggestions have you read and what did you think about it? 



Asher, James J.  Learning Another Language Through Actions.  Los Gatos, CA: Sky Oaks Productions, Inc. 2000.


Burgess, Dave.  Teach Like a Pirate.  San Diego, CA:  Dave Burgess Consulting, Inc.  2012 ISBN 978-0-9882176-0-7


Coyle, Daniel.  The Talent Code.  New York:  Bantam Dell.  2009. ISBN 978-0-553-80684-7


Dweck, Carol.  Mindset:  The New Psychology of Success.


Dulay, Heidi, Marina Burt, and Stephen Krashen.  Language Two.  New York: Oxford University Press, 1982.  isbn: 0-19-502553-9


Ellis, Rod.  Second Language Acquisition.  Oxford, England:  Oxford University Press.  1997.


Gladwell, Malcolm.  Outliers.  New York:  Little, Brown and Company, 2008.  ISBN 978-0-316-01792-3


Jensen, Eric.  Introduction to Brain-Compatible Learning.  San Diego: The Brain Store, Inc., 1998.  isbn: 1-890460-00-1


Krashen, Stephen and Tracy D. Terrell.  The Natural Approach: Language Acquisition in the Classroom.  Prentice Hall, 1983.


                                                                                                                Krashen, Stephen.  The Input Hypothesis. isbn 1-56492-089-5


Krashen, Stephen.  Foreign Language Education:  The Easy Way.  Culver City, CA:  Language Education Associates.   1997.  ISBN  0-9652808-3-7


Lightbown, Patsy and Nina Spada.  How Languages Are Learned.  Oxford University Press.  isbn: 0-19437169-7


Moeller, Aleidine.  “Keeping It in the Target Language.”  MultiTasks, MultiSkills, MultiConnections, 2013 Report of the CSCTFL.  Richmond, VA:  Robert Terry, 2013.


Ray, Blaine and Contee Seely.  Fluency Through TPR Storytelling, Fifth Edition.  Berkeley, CA: Command Performance Language Institute, 2008. 


Sousa, Dr. David A.  How the Brain Learns.  Reston, Va.: The National Association of Secondary School Principals, 1995.


Sousa, Dr. David A.  How the Brain Learns.  Second Edition.  Thousand Oaks, CA: Corwin Press, Inc., 2001.  isbn: 0-7619-7765-1


Swain, Merrill.  Output and Beyond to Dialogue:  A Review of Merrill Swain’s Current Approach to SLA JALT Publications.  The Language Teacher – Issue 21.9 ; September 1997.  Accessed April 27, 2014.




Martin reports :

When Judy announced a TPRS workshop in France, organized by herself, Alike Last, Teri Wiechard, and Lynnette St. Georges, I felt at once the urgent desire to participate. I wanted to finally meet some of the people I am in contact with, and I wanted to overcome my situation as a ‘lone wolf”.

So I quickly arranged everything to be able to go there. Two of my colleagues joined in! Personally, I discovered that, more than once, a heavy burden fell off my shoulders when discovering CI. First, when I realized while reading about the theory of CI that I don’t have to do all the crappy things I used to do in my life as a teacher.

Second when I found so many people on the net willing to share their experience and help in any possible way. Third when – like now for this workshop – I finally met people striving for the same goal. It is not only the relationship with our students that is improving when using CI. It is also the relationship with our colleagues because we treat and respect one another as human beings.

So the first workshop in France finally started with 15 participants and Françoise, our great helper, three not having been able to make it in the last minute.

Judy had been able to lodge most of us in her house, in her friends’ or her students’ houses. Some went to a hotel. Agen (60,000 inhabitants) is a city with a Mediterranean flair, one hour’s drive away from the Atlantic Ocean and two from the Mediterranean Sea. Narrow lanes alternate with large boulevards, there are many historical stone buildings and monuments and a pedestrians’ zone. You can sit outside a café or restaurant in numerous places. There is also the river Garonne and the Canal du Midi to go to.

We were heartily welcomed in the rooms of the Centre Culturel d’Agen on Tuesday morning, received our handouts and the schedule for the week. We dived into it and had a Dutch lesson (the first out of three) with Alike, one of the presenters. It didn’t seem very difficult to us three Germans, as the Dutch is pretty close to some German dialects, but much harder to all the others.

After that Lynnette told us briefly about the Philosophy and History of CI teaching and The Three Steps. After lunch that most of us took in an excellent restaurant just around the corner, language classes started.

On this and most of the following days we hard the chance to observe different persons teaching students recruited from the region. Three nice Dutch ladies were excited to do French with Alike or Lynnette, and a group of students of different ages wanted English lessons with Judy and – on one morning – with Marie-Pierre, one of the participants.

All teachers insisted on getting to know their students first, and building rapport. As nobody knew the group beforehand, all teachers had to adapt their program to the people present. It was interesting to see the students relaxing more and more.

Each day there was the opportunity to exchange observations with Teri in a small group, following these questions:

1. What is the most important thing you observed that you are taking away from the teaching?
2. What is something you would like to practice this week?
3. What questions do you have?

Afterwards some person would get up and practice a specific skill to get coached, following the rules Teri was using at NTPRS. For observing teachers, she gave us a very detailed list of questions from which to choose, concerning the skills of personalization, question techniques, pacing, comprehension checks, teaching techniques, use of the native language, grammar instruction, acting, reading techniques, creating classroom community, and output.

\We also split up several times to get coached by one of the four presenters. From the beginning of the workshop, we had the great advantage of being a small group of 19 people that did not change, thus being able to build community and trust, lose our fears and open up progressively. Personally, I was reassured of what I am trying to do in my classes, and I got a lot of help and structure to be able to go further down the road.

Thank you to Alike for teaching us some Dutch, introducing us to Multiple Intelligences and sharing her big collection of materials with us. Thank you to Lynnette for showing us in four lessons how to choose, plan, use and vary the structures a certain group of students needed. Thank you to Teri, for being the rock in the waters and leading us always back to the three essentials of our work: Keep the language comprehensible, interesting and repetitive. Thank you to Judy for sharing with us her experience and her way of teaching and all the work she had to organize this workshop.

Thank you to the four of you for coaching us, for your loving care, your open-mindedness, your energy and your heart-warming personal involvement. And a big thank you to Lori, Alexandra, Aïcha, Bruno, Rachel, David, Petra, Marie-Pierre, Lillian, Ignacio, Jacqueline, Victoria, Glenda, Françoise and Daniel for being there.


It feels so good to have new friends!