Haptic Symposium Demonstration Proposal accepted!

Here is the summary:

 "Through video and real-time performance, we demonstrate a haptic system designed for teaching the pronunciation of English. The version does not involve a virtual reality interface, but the application of this haptic-integrated pedagogical system in a Wii-like system with speech recognition appears achievable with current technology. Using hand-to-hand and hand-to-body haptic engagement in the visual field, somewhat analogous to sign language, sounds and sound processes are “haptically” anchored for enhanced encoding efficiency and recall. One of the striking advantages of such a haptic approach is that it has been shown to better facilitate integration of new sounds into the leaner’s spontaneous speech. The haptic system serves as an accessible channel outside “normal” auditory and visual modalities, for monitoring and adjusting pronunciation accuracy. This body-based haptic framework also holds promise for enhancement of other forms of video/user interface beyond language instruction. The method has been classroom tested with consistent, positive results."

Our presentation will be March 4th, 5th or 6th in Vancouver. 

FRIENDS of pronunciation teaching

Attending a MA thesis defence that involves examination of the well-known, but highly controversial,  FRIENDS anxiety management program for kids. The acronym FRIENDS stands for: "FEELINGS,  REMEMBER to relax, I CAN do it! (I can try my best!),  EXPLORE solutions and coping step plans, NOW reward yourself! (You've done your best!),  DON'T forget to practice! and SMILE! Stay calm for life." One of the basic mantras is: Your body is  your friend!

That is a nice, memorable mnemonic. The question, of course, from our perspective is, in essence, what specific haptic-based techniques are associated with each step in the process and how are they related and scaffolded. It is actually an interesting glimpse at the relationship between basic  learner meta-cognitive frameworks so widely promoted today (by cognitive phonologists, for example)  and potential method protocols, which can vary almost infinitely.  Try connecting up your current teaching framework to  FRIENDS. Anxiety-provoking? If so, try something more HICP-FRIENDLY . . . 

The "Cognitive Phonological" map and Lessac's pedagogical territory

In the linked article by Fraser is something of the Cognitive Phonologists' manifesto: “Pronunciation is primarily a cognitive phenomenon rather than a physiological problem." The CP's approach to teaching and learning pronunciation is, not surprisingly, highly metacognitive, requiring insight, explanation, conscious frameworks, planning and, of course . . . understanding. The driver of change is seen as basically cognitive, not the felt sense of speaking and pedagogical drill and practice. Simply put: ontologically, once the mind is online, the body must follow.

Clip art: Clker

From a HICP perspective, that is to fall for the classic, map/territory illusion, in Korzybski's words, "the map is not the territory." Even if the map or characterization or origin of the problem is "primarily cognitive," that does not mean that the approach to the solution or treatment "on the ground," in the classroom must be. On the contrary, in many systems of Western (as opposed to Eastern) human behavior change, the effective therapy or training must be considerably more and more noncognitive today, at least at the outset, in effect side-stepping or creating an offsetting balance with the problematic "phenomenon." (See earlier post on "Changing the channel fallacy.")

Lessac's "territorial" manifesto, Train the body first, is admittedly no less directional in design, but it has one enormous advantage . . . it works.