|Clip art: Clker|
In focusing on pronunciation, consciously conducting classroom discourse or conversation about what needs to be done and how--in such a way that targeted sounds and processes are not only present but even foregrounded at times--is an intriguing problem in itself. For the native speaker, the speech model, itself, should make a natural, valuable contribution to the process, but what about the nonnative instructor? Haptic anchoring of sounds, vocabulary and sound processes by the instructor should provide a clear visual representation of the "correct" or approximate structure involved, even if the actual pronunciation of the instructor is not quite on target.
The EHIEP instructor, of course, has "at hand" at least six different pedagogical movement patterns that can be used to visually reinforce a targeted sound or emphasize a word or phrase. The effect is something like simultaneous signing and speaking, using symbolic, haptic-based gestures which the students should be able to read comfortably without appreciably interfering with the flow of the discourse or topic being discussed. Later, I'll link to a video of my using "hapticalogue" bits with students in talking about strategies they can use outside of class. In the meantime, try haptically anchoring some of your current targets . . . just as a gesture of good Wii.