Gattegno, in his 1975 book, On being freer (linked above), makes the point that our goal as teachers is not just to "liberate" our students, as many today argue, but rather to continually enable them to become "freer," as they learn language or any area of study or personal development. The irony in our work is that whereas learning the pronunciation of a language should be enormously liberating, often the experience is precisely the opposite: fear of the process and the classroom dominate. There is probably no better measure of a method than that, especially one dealing with integrated speech production in public. From Gattegno's perspective, the felt sense of true learning is being continually "freer" to understand and do more. That beautifully describes the look of students who have successfully passed beyond the simple "intelligibility" threshold into where their L2 "spirit" or "language ego" or "L2 identity" is beginning to emerge as a, freer, autonomous persona. HICP should not only be a freer . . . but liberating as well. It is easy to assist learners in expecting and perceiving incremental progress from that perspective. In other words, the "freer," the better.