Bill Acton's Embodiment Blog: networking

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Sunday, January 15, 2017

"Haptenings" at the TESOL 2017 Convention in Seattle!

clker.com

If you'll be in Seattle in March for the 2017 TESOL Convention, please join us at one of the "haptenings" (haptic pronunciation teaching happenings):

Haptic Pronunciation Teaching (workshop) (Kielstra, et al.) - Basics of the method. No prior training in phonetics or pronunciation teaching necessary.
Teacher cognition about haptic pronunciation teaching (colloquium) (Acton, et al.) - Reports on 5 recent studies of haptic pronunciation teaching in the classroom
Rhythm and focal stress (poster session) (Teaman, et al.) - Haptic and other techniques for teaching rhythm and focal (sentence and discourse level) stress

A few other convention asides:

As usual, we'll also set up some kind of networking session in the "networking" area late in the convention.
We will also video those sessions and make them available on Vimeo.com once we get home.
I'll be tweeting (@WmActon) as will other hapticians, I'm sure.
v4.5 of the Haptic Pronunciation Course will be out by then, with revised videos and coursebook additions.
I'm also on a panel on research in L2 homework in which at least some of my data comes from haptic homework as well.

Keep in touch! (So will we!)

Monday, June 16, 2014

9 ways to add more confidence to your pronunciation teaching!

There have been several earlier posts focusing from different perspectives on the role of confidence in pronunciation learning and teaching. Most of the research cited involved some type of physical action or physical response that functioned to make the speaker immediately more confident. You may start off with something of a gender gap, but here are some possibilities:

You can create "Flow-ency" using one of the AH-EPS techniques, the Rhythm Fight Club.
You can have learners strike Amy Cuddy-like poses or just move more confidently before they start speaking.
You can make sure that learners are well-connected to their network.
You can do some more work on basic phonemes . . .

Clip art: Clker/
Library of Congress
Learners can lower the pitch of their voices.
You can switch to being more of a coach than a teacher.
You can get learners to be more physical or "listen to that voice in their heads."
Learners can go to a proposed workshop at TESOL 2015 if they are Asian female professionals with accents.
You can, of course, just get learners to feel better about themselves . . .

Any other suggestions to add to the list?

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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.)