HICPR: Digesting pronunciation change: Bob's 9-step

Saturday, June 9, 2012

Digesting pronunciation change: Bob's 9-step

Clipart: Clker

"It'll take me a while to digest that . . . " That comment from a student after having been given the recommended "haptic-integrated" homework, got me thinking. Digestion is not a bad metaphor for the process of integrating pronunciation change, in fact. As always, when faced with a question like that, we turn to Science Bob for an answer! In teaching, I often use similar heuristics in examining pedagogical processes. (Semiotically speaking, process integration is process integration, regardless of where in our experience it occurs.) When I walked through it, I was surprised how it forced explicit consideration of some transitions So, strap on your analogical transponder and consider the parallel to Bob's 9-Step:

Clipart: Clker

Teeth " . . . small enough pieces so that it can fit down our throats . . . "[Conceptual, explicit focus on form, generally initiated by the appearance of a problematic pronunciation target during "regular" speaking or listening instruction]
Saliva " . . . soften . . . in the mouth so that it is easier to swallow . . . break down . . . into simpler forms . . "[Basic presentation of "target" to learner and practice plan introduced in class]
Tongue " . . . works . . . to form a "ball" that can be swallowed . . . helps us tell the difference between . . .sour . . . sweet . . . "[Embodiment and sensory, felt sense, haptic-integrated focus, using standard EHIEP protocol]
Esophagus " . . . a transportation tube from the mouth . . .closing a trap door in our throat . . . moves . . . using muscles not gravity . . . '[Integrated, directed execution and practice of sound, sound-in-word or phrase in class and in homework]
Stomach " . . . moved around . . . .mixed . . . for . . . hours. When it is done . . . now . . . called chyme . . ."[Occurring in the next few days: haptic-integrated integration of sound-felt sense-meaning complex in memory]
Liver/gall bladder " . . . breaking down . . . . fat . . . supply . . . energy later . . . " [Regular, focused practice of sound and sound in words, generally in personal word lists]
Pancreas " . . . adds . . . as the food leaves . . . breaking down . . . carbohydrates" [Regular, context-based, integrated practice in conversationally relevant language, typically for a week or more]
Small intestine " . . . the real hero . . . where the real digestion takes place . . . put to use by the body . . . thousands of tiny fingers called villi . . . absorb . . . and send them off . . . "[Appearance in conversation in various forms, both in production and reception; noted after the fact]
Large Intestine " . . . Whatever the body cannot put to use . . . cannot be digested . . .necessary up until now . . . no longer needed . . ."[Change is fully integrated in conversation; pedagogical heuristics fade out and are discarded]

2 comments:

Angelina Van DykeJune 11, 2012 at 9:01 AM
This is a great analogy!
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Bill ActonJune 11, 2012 at 7:52 PM
Just read it again. It even sounds better now than when I posted it. I was surprised by the parallel stages, too. Have done half a dozen posts that center on integration processes in different domains.
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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.)