HICPR: MATESOL "Fun facts!"

MATESOL "Fun facts!"

MA TESOL Fun Facts TPOV

2003-2023

Based on CVs and alumni communication as of August 17, 2023

1. PROFESSIONAL CONTEXTS, PROGRAMS & LEARNERS served by MATESOL Alumni

Education Contexts ESL & EFL	kindergarten, primary school, middle school, secondary school, international schools, college, university, vocational, corporate, private language schools, publicly funded adult education, (e.g., LINC), nonformal language learning (e.g., community-based, tutoring), writing centres
Focus of Programs	literacy and numeracy; LINC, ESL, EFL, EAP, ESP; Test Prep (IELTS, Cambridge); general English; workplace language; provincial public school curriculum (e.g., BC, AB, ON), English medium public school curriculum in EFL settings; academic writing, support networking; TESL, TESOL, Applied Linguistics, Teacher Education; in person and online
Degree Programs	diploma, certificate, BA, MA, PhD
Language Learners Served	young learners, elementary, high school, college and university learners taking English as a subject (e.g., EFL context); refugee & immigrant ELL high school learners, international visa students in high school; international students in university prep, college and university; adult refugee/immigrant language and settlement learners, correctional center inmates, foreign workers in various sectors; EFL corporate/business leaders, government and professional work force (e.g., air force officers, air transportation), EFL teacher trainers

2. PROFESSIONAL EXPERTISE, ROLES, and SERVICE of MATESOL Alumni

Areas of Expertise	reading, writing, listening, speaking, pronunciation, grammar; workplace language; language and content; technology/digital content for language learning and online learning; program, curriculum, and materials development, task-based and problem-based learning; Canadian Language Benchmarks (CLB), Common European Framework (CEF), Portfolio Base Language Assessment (PBLA), TOEFL, IELTS, and Cambridge assessment.
Academic roles	teaching assistant, research assistant, teacher, collaborating instructor, lecturer, assistant professor, associate professor, researcher, graduate student supervisor, external examiner
Administrative roles	head/lead teacher, manager, coordinator, program supervisor, director, department chair, vice dean
Professional/Public Service	mentor, professional development provider, reception organizer, committee member, council member, council chair, association president, board member, newsletter contributor, liaison officer, conference chair/convener, conference proposal reviewer, conference presenter, journal editor, journal editorial board member, journal contributor, academic/executive/leadership coaching, member of government

3. Presentations, Workshops, & Publications by Faculty and Alumni

Numbers

(2003-2023)

Faculty & Alumni Combined Output: 502 items

· Equally divided between Faculty & Students/Alumni

Presentations (including plenaries & keynotes): 247

Workshops: 144

Publications: 111

MATESOL Mentor-in-Chief – Bill Acton

· 46% of output done in collaboration with students/alumni

MATESOL Program Focus

(in whole or part)

Doctoral Dissertation: 1

· Caswell, 2019.

Presentations: 13

· Acton, Goertzen, & Kristjánsson, 2005; Kristjánsson, 2004; 2006; 2007; 2019; 2021; 2023a; 2023b; Kristjánsson & Kielstra, 2012; Kristjánsson & Hall, 2014; Kristjánsson, Klassen, Goertzen Martins, Dissen, & Rotchford, 2017; Kristjánsson, Best, Peace, & Quapp, 2021; Kristjánsson, Best, Peace, Quapp, & van Huyssteen, 2022

Publications: 6

· Caswell, 2017; 2019; Goertzen & Kristjánsson, 2007; Kristjánsson, 2010; 2023; Kristjánsson, Klassen, Goertzen Martins, Dissen, & Rotchford, 2018

Select Areas of Focus by Title

Key Words

Number of Publications/Presentations/Workshops by Key Words in Title

· teach (or derivative): 157

· pronunciation: 116

· haptic: 51

· student/s: 39

· research: 37

· spirituality/faith/church-based: 31

· technology (or derivative): 26

· cognitive/cognition: 24

· curriculum/materials: 23

· identity: 23

· coach/coaching: 22

For details of presentations, workshops & publications, please see the three related reference lists.

4. VOLUNTEER COMMUNITY SERVICE by MATESOL Alumni and Faculty during time in the program or post-graduation

International Volunteer

Community

Service

· Arabic language teacher

· Arabic newspaper contributor

· Bible class teacher

· Church song-leader & keyboard player

· Church-based ESL program materials coordinator/developer

· Church-based ESL program teacher

· Church-based ESL programs consultant

· Club president

· Coaching feedback provider

· EFL conversation teacher

· EFL NGO & local language teacher ProD (multiple countries)

· EFL volunteer team development

· ESL classroom assistant for refugee students

· ESL teacher to new Iraqi immigrant parents

· Humanitarian society newsletter writer

· Interpreter

· Karate instructor

· Martial arts association social media coordinator

· Online “Train the Trainer” curriculum development

· Retreat Speaker

· Strength-based coaching

· Student learning support officer

· Substitute teaching

· Team leader for international language & culture exchanges

· Team leader for outdoor trips

· Team leader for refugee family settlement in Canada

· Thrift store help to support humanitarian work

5. LOCATIONS of OLOR & ONLINE COACHING PARTICIPANTS from 2017-2021

MATESOL Online Orientation (OLOR) & Online Coaching Across Borders (30 countries)

Albania, Algeria, Canada, China, Ecuador, Guatemala, Hungary, India, Indonesia, Iran, Japan, Kuwait, Maldives, Mexico, Myanmar, Nigeria, Pakistan, Papua New Guinea, Paraguay, Philippines, Saudi Arabia, South Korea, Slovenia, South Africa, Sri Lanka, Taiwan, Turkey, United Arab Emirates, United States, Vietnam

6. MA TESOL GLOBAL PRESENCE – locations of faculty, students and alumni for language teaching and related professional purposes during time in the program and post-graduation.

· 50 countries, many cities…and counting. Help us add what’s missing!

Countries		Cities
Albania	Tirana
Australia	Adelaide, Brisbane, Cairns, Canberra, Hobart, Sydney, Wellington, Wollongong
Bahrain	Manama
Belgium	Antwerp
Brunei
Cambodia	Phnom Penh
Canada	Abbotsford, Banff, Brampton, Burnaby, Calgary, Coquitlam, Edmonton, Edson, Hamilton, Harrison Hot Springs, Igloolik (Nunavut), Kamloops, Kelowna, Lake Louise, Langley, London, Milton, Mississauga, Moncton, Montreal, New Westminster, North York, Regina, Richmond, St. Catherines, Shalalth, Surrey, Tecumseh, Thunder Bay, Toronto, Vancouver, Vaughan, Victoria, Windsor
China	Hong Kong, Xian, Xinying
Costa Rica	San Jose
England	Durham, Nottingham
Ecuador	Guayaquil
Egypt
France
Germany	Heidelberg
Guatemala	Pastores
Iceland	Ísafjörður
India	Ahmedabad
Iran	Tehran
Indonesia	Denpasar, Jakarta, Jogjakarta, Medan, Padang, Sentani, Serpong
Jamaica
Japan	Fuji, Nagoya, Ogawa, Ohashi
Kuwait
Lebanon	Beirut
Libya
Lithuania	Vilnius
Mexico	Hermosillo
Mongolia
Myanmar	Yangon
Namibia
Nigeria	Lagos
New Zealand	Auckland, Wellington (NZ)
North Korea (DPRK)	Pyongyang
Papua New Guinea
Paraguay
Pakistan	Islamabad
Philippines
Qatar	Doha
Saudi Arabia	Abha
Scotland	Glasgow
Slovenia	Ljubljana
South Africa
South Korea	Pohang, Yongin
Spain	Almería, Barcelona, Seville
Sri Lanka	Colombo
Taiwan	Taipei
Thailand	Chiang Mai, Mae Sot
Turkey	Istanbul
United Arab Emirates	Dubai
United States	Ames, Atlanta, Baltimore, Boston, Chicago, Dallas, Denver, Des Moines, Grand Rapids, Harrisonburg, Honolulu, Jekyll Island, Long Beach, Los Angeles, New Orleans, New York, Miami, Notre Dame, Orlando, Philadelphia, Pittsburgh, Portland, San Antonio, Santa Barbara, Seattle, Spokane, Washington, DC,
Vietnam	Can Tho, Hanoi, Ha Tinh

1 comment:

AnonymousAugust 14, 2023 at 8:00 AM
Gordon: "Kyoto, Nara, Osaka, and Sanda were added for Japan as faculty workplaces but do not show."
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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.)