Foundation phase teachers' perspectives on the Total Physical Response (TPR) approach in facilitating second language acquisition: A qualitative study in Buffalo City District primary schools

Abstract

This study explored the influence of the Total Physical Response (TPR) approach on improving English vocabulary acquisition among young learners and examined whether learner engagement is enhanced through the coordination of language and physical movement. The aim was to evaluate TPR as a teaching method aligned with how children naturally acquire language, combining verbal commands with physical actions to support first additional language learning effectively. The Theory of Multiple Intelligences informs teaching practices and strategies that foster real-world language acquisition in early childhood. A qualitative approach was used, and three primary schools from the township and rural areas were purposively selected. Data was collected through observations and semi-structured interviews with six Grade Three teachers. Thematic analysis was used to interpret data. Findings revealed that learners exposed to TPR showed marked improvement in vocabulary acquisition and retention compared to traditional methods. Social and interpersonal skills improved, and language learning anxiety was reduced. Learners understood instructions given in their first additional language, which increased their engagement and motivation. The use of physical actions created a dynamic classroom environment conducive to active participation. The study concluded that TPR effectively supports early language acquisition by aligning with children’s natural learning tendencies and enhancing engagement through embodied cognition. It was recommended that teachers receive ongoing support and training to implement TPR strategies effectively. This research contributes to the body of knowledge by advancing learner-centered, innovative first additional language teaching practices that integrate movement and cognitive engagement, ultimately promoting better language outcomes and reducing anxiety in diverse educational contexts.