HICPR: April 2023

Monday, April 10, 2023

Touching English Language Teaching . . . Using Touch!

If you are going to be at the BCTEAL 2023 Conference on May 6th (at 11 a.m.) at the University of British Columbia, please join me in a 1-hour workshop, "Embodied touch in teaching and touching students (metaphorically!)" Here is the program summary:

This workshop reviews neuroscience-based research related to the impact touch in English language teaching, both physical/tactile touch and touch as metaphor (emotion and affect). Following that overview, participants explore the application of those principles in several areas, including enhancing memory for meaning and vocabulary, expressiveness and pronunciation teaching.

Here also is a nice excerpt from S Subramanian's 2021 book, How to feel: the science and meaning of touch, that represents the focus of the session well:

"We live in bodies that are most alive when they're open and permeable to what is around us . . . When the handrail wobbles, we know to exercise caution in the face of potential danger; a hug from a family member conveys love and comfort; the cool caress of a silk blouse is synonymous with luxury; plunging our fingers into damp earth to plant a seed makes us feel in tune with nature . . . Touch is a constant affirmation that we exist as selves, separate from our surroundings but connected to them."

Loofa, bark, hand cream and metaphor provided . . .

Friday, April 7, 2023

CAST away stress: The Forest Walkabout-Talkabout

If you are going to be at the 2023 BCTEAL Annual Conference on May 5th (at 11 a.m.) at the University of British Columbia, please join us, Angelina Van Dyke and myself, for a casual stroll together, with delightful accompanying conversation through the Arboretum for about an hour.

The teaching technique demonstrated, the "walkabout," is based on two other techniques: CAST (Collaborative Attending Skills Training) and the "walkabout," a feature of Australian culture made popular by the movie, Crocodile Dundee, when the leading actor, reported having had his marriage come apart some time back . . . because he had gone out for one in the "outback" . . . for three months! (Have reported on that technique earlier on the blog, as well.)

The CAST system, also described on the blog earlier, focuses on teaching ELLs of almost any proficiency level to carry on conversations in groups of three or four, using "attending skills," where one student tells a good story, a second facilitates the conversation, and a third takes notes on the conversation. After three or four minutes, the conversations stop and the instructor then goes around to each group and elicits examples of effective conversational discourse strategies.

In this case, students and teacher walk through the forest for about 5 minutes as students, in the small groups, walk and talk, attending to their mutually constructed stories. They pause for about 10 minutes, reflecting on the strategies used by the attender in supporting the story teller's story, and then set off again, with three other students taking on the CAST roles. The effect is dramatic, even in the relatively short 60-minute session. (The Walkabout - Talkabout works best when carried out for about 90 minutes--or more!)

(Note: Come prepared with a good little personal story to share, one known only to you that you can share in about 3 or 4 minutes!)

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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.)