HICPR: PTSD? (Pronunciation Teaching Somatic Dysphagia?}

Saturday, March 17, 2012

PTSD? (Pronunciation Teaching Somatic Dysphagia?}

Clipart: Clker

(PTSD? interpreted: A condition afflicting some in the field of pronunciation teaching today such that they still find extensive use of the body hard to swallow!) Of course the more generally accepted meaning of the acronym, PTSD, is post-traumatic stress disorder, a potentially very serious psychological problem affecting hundreds of thousands of people worldwide. As noted in earlier blogposts, one of the most important theories contributing to the early development of HICP was Observed Experiential Integration, which is used extensively in the treatment of PTSD. As the name of the theory and therapy suggests, it is a system that focuses on integration of change into daily functioning of the patient, one that relies heavily on body-based therapeutic techniques, including managed eye tracking and massage therapy. One parallel between approaches to PTSD treatment such as OEI and HICP teaching is worth considering: how enhanced behaviour and attitudes are managed by therapist (or instructor) into everyday interaction and communication. The point of departure is consistently somatic: train the body and then employ it as the primary driver of integration, not pre-frontal, cognitive "thought." Not that cognitive therapy or cognitive linguistics do not contribute substantially or are not necessary, only that the body . . . is!

6 comments:

Angelina Van DykeMarch 17, 2012 at 10:43 PM
Does the TWU counselling department offer OEI training?
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Bill ActonMarch 18, 2012 at 7:07 AM
It certainly does! It originated there. Check the link off the post for more info on when and how much!
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Angelina Van DykeMarch 18, 2012 at 6:41 PM
Cool! This is something worth looking into. I'm aware of Swingle and Associates, as friends of mine have been helped in the past, and OEI seems to have many applications - I wonder if it can help with vertigo.
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Bill ActonMarch 18, 2012 at 7:31 PM
OEI and Swingle have worked together for some time now on research projects. In fact, Bradshaw, one of the founders of OEI now works half time from his office at Swingle and associates.
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Angelina Van DykeMarch 20, 2012 at 6:32 PM
I saw that! I e-mailed Rick Bradshaw about the next OEI workshop, and he told me I couldn't take it unless I was in training at the masters-level in Counselling, Social Work, etc. He then told me that you teach a whole program in this for language purposes at TWU. I should have known.

BTW, here is some findings over 25 years by a Christian neuroscientist in South Africa - Dr. Carolyn Leaf. http://www.youtube.com/watch?v=Uhbt_XOZTdA
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Angelina Van DykeMarch 20, 2012 at 6:33 PM
When is your next OEI course?
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What is haptic pronunciation teaching?

Basically, it is using gesture, touch and movement to teach pronunciation of English (or any language). What makes this method unique is that it is based on controlled and systematic use of gesture in doing that. (Often the problem with gesture use in language learning is that it can be "crazy" or random or intimidating or inconsistent, or not well-developed and tied to clear outcomes.)

The earlier "Essential Haptic-integrated English Pronunciation (EHIEP) approach," now KINETIK, does a better job of enhancing presentation, modelling, feedback and correction. The method is simple and easy to follow. Once a 30-minute module is finished, teacher and students have a set of techniques to use in class anytime a pronunciation problem or opportunity comes up!

Haptic Preliminaries

I often begin workshops or papers with the comment that in about 40 years in the field I have had just one idea: that the systematic use of body movement is essential to effective and efficient pronunciation instruction. That has never been more relevant than today, with the general deemphasis on pronunciation and introduction of technology into the field. From both perspectives, the "haptic" perspective approach developed here offers great promise. I can at least promise you a "moving" experience!

What is the KINETIK Method?

KINETIK is the name of the new v6.0 haptic pronunciation teaching system. About six years earlier we were using the acronym, "Haptic Integrated Pronunciation for Other/Extended Circle English Speakers" (HIPOECES)--still there in the url of this blog!

Haptic-integrated clinical pronunciation is:

A different way to learn pronunciation, based in part on Arthur Lessac’s notion of “Training the body first.” It is also based on research in the use of movement and touch in learning and training. It:

Looks somewhat like a combination of aerobics, sign language and Taichi

Provides a basic foundation for continued, self-directed pronunciation learning and classroom instruction

Designed for use by relatively untrained teachers but appropriate for all teachers (and learners) of all levels

Focuses on pronunciation used in conversation (not all words in English)

Is a highly “brain-and-body-friendly” system that promotes efficient learning of integrated tasks in general

Designed to promote integrated classroom pronunciation instruction and enable integration of conscious pronunciation work into spontaneous speaking.

Introduction

This blog was formerly named: HIPoeces (pronounced 'hI-pƏ-cIs), basically an approach to teaching English pronunciation to speakers of "outer and expanding" circle Englishes (including that population commonly termed: non-native speakers) but also compatible with the use of local models other than simply Standard" American" or RP. Using Kachru's "Inner, expanding and outer circles" model to characterize the breadth of Englishes and speakers of those, HIPoeces (now HICP) systems focus on developing haptically-centered pedagogical models and methods which can be adapted for teaching the pronunciation of various Englishes as they are spoken and taught by "owners" of those varieties.

In theory, the underlying principles can be applied to teaching the sound system of any language. Most language instructors intuitively use a great deal of movement and tactile anchoring in the classroom. The essential question is how to use that resource systematically, especially so that those learners who are less "haptic" in nature are also "moved" by the method.

Simply put, the HICP model/method is based on the idea of speaking along with arm and hand movement, not all that different from that used in sign languages. Most movement patterns are taken from either typical classroom pronunciation instruction practice or from related fields, such as psychotherapy or sports.

Most blog posts link to research that relates to the general HICP model, that is studies dealing with the role of gesture, touch, movement, learning modalities, learning in output, use of the visual field in learning, and experiential learning.

DEFINITIONS:

"Haptic" techniques- procedures that involve both movement and touch (Obvious examples include clapping hands, tapping feet, or holding an object and shaking it to the rhythm of a poem.)

"HICP techniques" - procedures that are haptic and also explicitly coordinated with phonological structures and/or discourse prosody (For example, clapping hands on primary stressed syllables in multi-syllable words, or doing a dance step on key words in conversational turns.)

"Haptic integration"- The haptic dimension probably functions as much to anchor visual and auditory material as it does to assist the learner in getting the "felt sense" of the sound or sound process. Lack of integration into spontaneous speech being such a serious potential shortcoming of instruction, haptic engagement seems a promising bridge to more accurate fluency.

"Visual field" - in HICP extensive use is made of the visual field in front of the learner. (For example, a modified version of the IPA vowel chart is anchored haptically in the imagination of the learner, directly in front of the upper body, and used for several purposes throughout the program.)