|Clip art: Clker|
Where there is some consensus in how to
(1) prioritize those various "bits and processes,"
(2) which techniques are most effective in specific learning contexts,
there is far less (or even any discussion) as to how to
(3) anchor and
(4) integrate those elements into spontaneous speaking--along with creating a
(5) consistent routine and
(6) "phonological acquisition readiness."
HICP is really more about the last four than the first two. In principle, any theoretically grounded schema today (such as that of Jenkins, Gilbert or Tran) can be used in identifying the critical elements for a specific learner population. (See earlier posts on the "end" of pronunciation methodology!) Likewise, once the foundation is established, the course of further instruction is quite open. EHIEP protocols (12 basic teaching techniques) should be applicable in virtually all classroom or personal development settings. Hence the "haptic-integrated" in EHIEP and the "clinical" in HICP, beginning where most contemporary methodology leaves off or (typically) consigns to the learner how to figure out and manage. To paraphrase Buzz Lightyear: To ESSENTIAL AND BEYOND!