Duelling (or dualist) pronunciation approaches and methods

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Clip art: Clker

In a 2012 study summarizing five research studies on the potential effect of mind-body dualism on health by Frostman, Burgmer and Mussweiler, summarized by Science Daily, it was "surmised" that " . . . people primed with dualist beliefs had more reckless attitudes toward health and exercise, and also preferred (and ate) a less healthy diet than those who were primed with physicalist beliefs." It went the other way as well, subjects who were less "physical" tended to hold dualist beliefs as well. From an HICP perspective, that translates to something like: Language instructors who have dualist beliefs tend to have more ambivalent and disembodied attitudes toward pronunciation, and are generally less effective than those with more physicalist beliefs. Now, granted, that is a bit of a stretch, but in my experience it is almost that predictive. It is not a matter of whether instructors are sufficiently "cognitive" in their approach or whether they, themselves, are sufficiently "physical." It is about learner "embodiment" as a central principle of method, where the question becomes moot, where mind and body function as one, at least when it comes to anchoring change. Of course, it helps if they are all  on the same page from the beginning . . . 

Effective pronunciation teacher?

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Clip art: Clker

Ever get the feeling that you need a little more professional development? Extracted from a 2009 University of Nottingham study by Day, Sammons and Kington, summarized by Science Daily, here are the main findings or criteria for being the "most effective teacher."(Stare at the pineapple from the previous post for a couple of minutes, take a couple of deep breaths, then rate yourself on a scale from "Whatever" to "Absolutely!") The most effective teachers are: 

• knowledgeable
• innovative
• skilful
• fun-loving
• caring
• supportive
• task-centered
• pupil-centred
• in a class of their own
• stimulate a pupil’s imagination
• challenge their views
• encourage them to do great things
• motivate them through tailored teaching practices
• ensure that every pupil feels a sense of achievement 
• ensure that every pupil feels valued as part of the class community
• create a positive climate for learning
• inspire pupils
• differentiate amongst pupils according to their abilities "where appropriate”
• differentiate amongst pupils according to their interests "where appropriate”
• give students more control over their learning
• give students more engagement in their learning
• give students more opportunities for success
• have great enthusiasm for their work
• have high aspirations for the success of every pupil
• have positive relations
• have high motivation
• have strong commitment 
• are resilient
• focus on building self esteem
• focus on engendering trust
• focus on maintaining respect.
• and . . . are not necessarily those with the most experience

It's lists like that that make you realize just how little you have accomplished in 40 years in the field . . . or simply wonder at what an incredible overachiever you are!

Pleasant (physical) pronunciation practice

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Clipart: Clker

Do you generally associate the word "pleasant" with "pronunciation practice?" You should--or could--according to this Penn State University study of the effect of 15 minutes or more of exercise on mood. What the research revealed was that even mild physical exercise results in a temporary "pleasant-activated feeling" which seems to encourage one to keep it up. (Earlier posts looked at the factors involved in general exercise persistence.) Beginning the day or class with a body-based warm up which might include movement and stretching of not only the vocal tract but much of the entire body, for example, (See previous post!), should get things off in a better mood. Add to that various "pleasant"  pedagogical movement patterns accompanying presentation, review, anchoring and correcting of language being focused on in the speaking or listening class and both attitude toward pronunciation--and results can't help but improve. In other words, there should be a felt sense of physical engagement and "exercise" that is ongoing, especially in speaking instruction. That is clearly the case in most good public speaking programs, some even creating an almost dance-like mood to capture the dynamic of speaker and audience rapport and communication. In my experience, even coming back to haptic or just kinesthetic engagement intermittently during a lesson achieves much the same effect. If you do a bit of systematic choreography such that you have physically active anchoring near the end of the class in some form, the overall reaction to the work of the day on the part of the students--and myself!--will inevitably be more positive. Plan on it. 

Transformation and "Transdiagnosis" of pronunciation

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Clipart: Clker

In this article from ScienceDaily, summarizing the research of Norton of the University of Houston, it is reported that "Cognitive-Behavioral Therapy" (CBT) for a client who has some "pronounced" anxiety problem--and also focuses appropriately on related psychological phenomena, such as mood, general confidence, self-image or self-awareness--will have the effect of "improving" those as well. The distinction that Norton is making is that even though normally that kind of "collateral" improvement happens anyway, it is substantially stronger when the initial diagnosis and ongoing treatment focuses on them proportionately as well. So what does that mean for pronunciation instruction, especially haptic-integrated work? Essentially, it is a reaffirmation of the "whole person" approach to instruction with one important difference. From the CBT perspective, as in Critical Phonology and other "critical" frameworks, the bottom line is that explicit, 2-way, reciprocal,  interactive connections are made in the mind of the learner between the main focus of "instruction" (in this case, pronunciation) and potential changes in related, generally affective factors such as attitude, motivation, L2 identity, etc. In other words, since a positive attitude enhances pronunciation change, the converse is also the case. As "common-sensical" as that is, the practical implications of that in the classroom are worth considering. If you can at least moderate the bad mood or negative attitude of a learners in class before pronunciation work, should you actively do that? And how? You often will not be able to simply "talk them out of it"-- but with regular, carefully choreographed, Lessac-like, body-based warm ups and haptic-based (movement and touch) exercises--you can, almost invariably. Just do it. 

Fossilized pronunciation: recidivism unanchored

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Clipart: Clker

A grad student is doing a research paper looking at the conditions under which learners are able to anchor new pronunciation outside of the classroom, in conversation with those around them or strangers. (I may report on that later, too.) This has been a key theme of my work (especially pronunciation classes for nonnative business professionals) for decades. About the time I was publishing my first article on fossilized pronunciation, I became aware of the model for preparing prisoners for return to society developed by Prison Fellowship entitled, Innerchange Freedom Initiative. (That, in turn, was  based on a project created by the Catholic church in Brazil sometime earlier.) That approach to rehabilitation, which continues to have a very impressive record in avoiding recidivism (having to go back to prison after being released) was based on several principles:

• Participants are assigned a mentor who stays with them throughout and beyond the program. 
• It begins two years before release and continues for one year after.
• It is a holistic, involving, academic, vocational, spiritual, life skills, and substance abuse training. 
• In the post-prison phase, prisoners are assisted in finding employment and getting connected to a local church.

Now not to run too far with the analogy here of "fossilized" learners being "imprisoned" by their heavily accented pronunciation . . . There were two aspects of the IFI framework that caught my attention and became integral to the system I developed for dealing with fossilized pronunciation, other than the holistic, integrated whole person model: the importance of (a) the value of the learner's connection to the local community in ensuring that change lasted, and (b) maintaining a less formal "mentoring" or consulting relationships for at least a short period beyond the program. What I discovered early on was that (a) could often greatly enhance (b), pointing students to quality opportunities for practice and giving them advice on strategies and preparation--something more than "Now go practice your English with your friends or the tourists . . . " 

Overcoming pronunciation anxiety II--with (& in) class!

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Clipart: Clker

The stress generated by pronunciation instruction, especially the "public" performance side of the process so necessary for integration of change, gets a bad rap. (Anxiety brought to class by the learner, as alluded to in the previous post, not withstanding.) A recent study, summarized in the Wall Street Journal, provides a little more neurophysiological evidence for that principle. What the researcher points out is that the stress should be immediate-task-based, not general fear of failure or longer term existential questions. The article concludes with the following: "We'll say to athletes, 'You're going to be anxious. Great. Channel it and use it," Dr. Josephson says. "Being willing to feel some anxiety and not running away from it is huge." Although I have not been able to find the research piece I discovered earlier on the "advantage" of some types of group therapy, I have for decades been operating on the principle that a balanced "diet" of both the private and public practice is essential for most efficient pronunciation change. (That is why tutoring in pronunciation for some may be relatively ineffectual--if the learner does not also have a meaningful place to practice, especially one where the "new" personna will be readily accepted or at least not noticed!) That, in part, explains why occasionally I encounter a student, especially from China, who has developed extraordinary pronunciation and fluency from having studied back home only in an "all English" college that was exceedingly serious about controlling learner practice 24-7. This is another important dimension of integrated pronunciation instruction not addressed in the pronunciation research literature. To quote the article once more: "You have to embrace the anxiety to overcome it."-- even if only with a quick, 3-second "Shhh!" (See previous post!) 

IPA (Intra-personal physical alphabet) basics for pronunciation teaching

Had a fascinating discussion with an ESL teacher recently who maintained that knowing basic IPA for English (international phonetic alphabet) was irrelevant--for him! Asked how students are to get the pronunciation of a new word, his response was simply ("All they have to do is consult . . . ": online audio from a learner dictionary or DVD.  (For some student populations, we could probably find some common ground there!) In phonics teaching there are probably hundreds of "body alphabet" schemas and dances. (I kind of like this one!) Where he actually had it right, I think, was with use of IPA with learners--when it is not used systematically in integrated instruction. If learners cannot accurately relate the symbol to the sound, (if it is not anchored well, in EHIEP terms) it is worse than pointless--at least those sounds that are especially problematic for a learner. As noted in several earlier posts, effective use of the dictionary for anchoring pronunciation, meaning and usage is generally essential to efficient learning beyond basic functional (primarily oral) usage, which requires at least orientation to a limited set of dictionary phonetic symbols. EHIEP work begins with physically anchoring of the vowel system, first lax (what we refer to as "rough" vowels) and then tense+off glide and diphthongs (what we refer to as "dynamic" vowels), something of an "Intra-personal, physical phonetic alphabet!" The best analogy is sign language. Here is a brief Youtube clip of me doing a  the "dynamic" vowels. That is representative of the entire EHIEP system, in fact. Before long, as soon as we get the complete EHIEP haptic-videos all edited and publicly available, the training of students--and instructor--can be done in IPPPA, as well! Keep in touch. 

Explaining haptic-integrated pronunciation work to students

We are doing a workshop today at King George International College in Vancouver. One section of the handout has a helpful set of guidelines to use in talking to students about the system:

• EHIEP will help you learn and remember vocabulary and pronunciation better. 
• All you have to do is follow the instructions. 
• It is a good way for the instructor to correct your errors. 
• It is fun, relaxing and easy to do. 
• After each class video lesson, you must practice three times a week, in the morning for about 30 minutes before you come to school. (It is better to practice every other day, not every day.) 
• It is based in part on research on touch and movement in computer games and robotics--very much like Wii and iPhone! 
• And if those points don't work, the default position: Let your body decide. Experience it for a few lessons and then make up your mind. Almost never fails . . .

Perfect pronunciation teaching or just a quick tune up? (How to perfect it!)

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Clipart: Clker

"To improve is to change; to be perfect is to change often." (Winston Churchill) Books, workshops, seminars and consultants to help you change are easy enough to find . . . "Change theory" alone gets over 340,000 hits. I have always liked Lewin's model of "Unfreeze, change and refreeze." Doing it is not all that complicated either; it is the very heart of good professional development. (I am writing this post in response to a student who feigned horror at the discovery of all the changes in procedures and name that have taken place in the development of the EHIEP system over the last 8 years.) One of my favorite models is in the enormously popular book, The Goal: A process of ongoing improvement, a novel by Goldratt. The one aspect of the framework that has always fascinated me is the principle that change at the "technique level" (in language teaching terms) is method-neutral, that is almost any technique can be incorporated into any method. And furthermore, just that ongoing process of bringing in new techniques, which initially may not appear (or be!) compatible with the current system "from above," itself, creates an atmosphere and systemic, dynamic approach that enables constructive change. In essence, what happens is that the new procedure causes a subtle but very important level of adjustment in the overall system that serves to keep it flexible and responsive. How that works is not simple, of course, but the evidence of it is. What was the last new widget that you let sneak into and impact your method? How are things working "[wI-jIt]?"

Essentials of haptic-integrated English pronunciation workshop(s) and I.M.A.HICPRO

                                        Mike Burri, Karen Rauser, Brian Teaman and I have submitted the following proposal to do a workshop

on Tuesday or Wednesday prior to the 2013 TESOL conference in Dallas. Chances of it being accepted are so-so, best case, but hope springs eternal, eh . . . (Actually, this basic workshop is ready to go anytime, so if you'd like one done at your school by the "H Team," let me know!) 

"This day-long, pre-conference Institute presents a haptic (movement + touch)-based approach to essential, integrated pronunciation instruction, applicable for learners middle-school age and above--designed for use in all skill areas. Especially appropriate for non-native English speaking instructors, one key innovation is the use of touch to enhance both learning and recall. Materials provided include a DVD of techniques presented." 

If it is accepted and we decide to do it, join us. If it isn't--or we don't, we'll probably put it on in a hotel nearby, regardless, in conjunction with the initial meeting of the (currently and somewhat tentatively entitled) International Madcap Association of HICPRO (Haptic-integrated Clinical Pronunciation Researchers & Outliers)--verbalized proudly, something like: "I am a hick-pro!" Keep in touch.

One touch at a Time: Anchoring Academic Word List Vocabulary

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Clip art: Clker

The "H-Team" (Haptic-integrated clinical pronunciation research)--Michael Burri, Brian Teaman, Karen Rauser and myself--is submitting two proposals for the TESOL 2013 conference. The first is a workshop on using EHIEP protocols in anchoring AWL vocabulary: "This workshop presents a word-list, tactile/kinesthetic-based approach to better enable noticing, uptake or encoding of target academic vocabulary in memory and subsequent recall. The main innovative feature of this system is the strategic use of haptic anchoring (movement and touch on prominent word and phrasal elements) to facilitate long-term learning." Hannah Dissen has proposed a similar workshop for the upcoming 2012 JALT conference in October. (Teaman and I have also got a couple proposals in for that conference as well.) 

To dictionary or not to dictionary . . . that is the question?

In earlier posts I have looked at dictionary use in pronunciation instruction, including the EHIEP "haptdictpro" procedure that we have presented at several conferences. Dictionary training in some form is often noted in action research reports, almost never including detail as to how it was done, for example, in this 2007 doctoral dissertation that outlines a three-week training program that appears to have begun with it. (There is a nice summary/comparison of other-than-kinaesthetic pronunciation teaching strategies in Appendix B that is worth a look at, however!) This morning I was nearly thunderstruck by what "The Bard" had to say about the importance of haptic work: (HAMLET):

"To be, or not to be . . . 

          [accessing pronunciation from a dictionary]

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That is the question:

          [You gotta get it someplace!]

Whether 'tis nobler in the mind to suffer 

           [relying mostly on cognitive strategies and "pointing-outs"]

The slings and arrows of outrageous fortune

           [unacceptable pronunciation as judged by inhospitable speakers of the L2]

Or to take arms against a sea of troubles . . . 

          [moving them across the visual "sea" or field with haptic anchoring on prominent bits]" 

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I have been unable to find any accessible research on the emerging use and efficacy of online sound sources which provide immediate auditory models and brief meanings and usage examples--other than short-term experimental studies on computer-assisted pronunciation (not dictionary) systems. In many respects, the experiential nexus between sound, meaning, grammatical features and usage is becoming potentially even more fragmented. (For a number of reasons, I am still very much a proponent of print-plus-electronic sound sources--that you can touch!) What role should dictionary work and student "dictionary competence" play in your method? That is the question! 

Pronunciation "workouts" and "work-ins!"

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Clip art: Clker

Getting the attention of body and mind, or creating sufficient flexibility for pronunciation change, is essential. If you do a separate pronunciation class--a vanishing phenomenon, to be sure, but one that not long ago was the standard format--then a comprehensive body workout like Marsha Chan's is ideal. (The link goes to a Powerpoint but also available on her website is access to a "follow along" video as well.) The EHIEP approach attempts to accomplish something of the same thing by integrating the focus and flexibility in a couple of ways. First, by training students in a 3-minute warm up protocol that gets everything going, which should be employed at the beginning of a speaking class and before beginning pronunciation homework. (Earlier versions of that have been linked on the blog several times. A new one will be up shortly!) Then, second, by embodying physical relaxation and (attention grasping) haptic anchoring, in effect, whenever pronunciation is the temporary focus of "noticing" in any lesson, it is as if the benefits of the physical workout are allowed to come back online continually, something of an integrated "Work-In!" Of course, the underlying mood or felt sense of good instruction should be that of an engaged workout, where optimal energy and relaxation go, as we say, "hand in hand." Work that in. 

TESOL 2013 in Dallas (March 20-23, 2013) Proposals due!

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June 1st, in fact! I'm working on (a) a one-day, pre-conference institute proposal on haptic-integrated pronunciation instruction, as usual. (That has been turned down now four times but hope springs eternal!), (b) a workshop on integrating pronunciation change into spontaneous speech, (c) a reprise of the haptic dictionary demo from 2012 (That went just great but the title was clearly not zippy enough!), (d) one workshop being prepared by graduate students on NNEST intonation teaching and (e) another student demonstration or poster session on "haptic-integrated or embodied L2 identity," and (f) a workshop on haptic-integrated vowel instruction. I am only the lead presenter on the PCI. Also, will have the entire haptic-video system available for download by then and am planning a HICPR (haptic-integrated clinical pronunciation research) meeting in the networking area at the conference as well. How about you? If you are considering submitting something "haptic," let us know! Keep in touch! 

Keeping your pronunciation teaching house in order (the Martha Steward checklist approach!)

Following up on the previous blogpost on PTC, I came upon yet another kind of capital, what let's term "Integrated House Keeping Capital!" And where better to find out about that then at the "Source," Martha Stewart! Check out that deceptively simple, 6 Things to do Everyday Checklist. All six TBDs represent principles of system integration that work regardless of context, especially where it is critical that attention and time be managed efficiently. Let me interpret the application of those to our work: (This is, of course, really obvious in some respects, but the specific connection to haptic-integration is worth foregrounding.)

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Photo credit:
Martha Stewart Living

• Make the bed - (Tidiness begets tidiness.) The interplay between planned integration and impromptu anchoring of "targets of opportunity" such as mispronunciation of a key word during discussion is critical.
• Manage Clutter - (Insist that everyone . . . do the same.) Especially visual clutter is often toxic to haptic anchoring.
• Sort the Mail - (Keep a trash bin near . . .) Skill at strategic decision making as to what to anchor or correct in the course of spontaneous classwork develops with experience. That is, in fact, one of the best indices of "time in grade." 
• Clean as You Cook - (Don't "sink" too much!) Ultimately, the simpler, more focused interventions and corrections of pronunciation are optimal. Simple "pointing out" or "noticing" is generally at best a waste of time, potentially leaving more distraction than lasting anchors. 
• Wipe up Spills while They're Fresh - (e.g., sauce and make up!) Context, context, context. Timing, timing, timing. 
• Sweep the Kitchen Floor when you're done - (Makes mopping up much easier!) In addition to having a good closer and picking up loose ends, especially with haptic interventions, "seal off" the felt sense of the lesson so that learners are not "sinking about" the anchored sounds or words as they walk out the door. (See earlier posts on effective in- versus out of class practices.)  

Pronunciation Teaching Capital?

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Clip art: Clker

In doing some research on effective online instruction, I discovered this article on "pedagogical capital," which led me to go back and consider some related "capitals": social, psychological and human--among others. (Those linked definitions are included only for their brief outlines of the concepts involved, not serious, in depth discussions!) The point is that if you wanted to characterize adequately "PTC," you'd need to bring in principles from at least those four types of capital: trust-related, network-related, personal identity-related and cash-value-related (minor details such as skills, materials, curricula, etc.) In our work, creating haptic-instructional videos, the term PTC (piece to camera) is also very relevant. I could never have imagined how difficult it is to produce an aerobics-like video for learners to follow in teaching the EHIEP protocols! Trust me (a little pedagogical capital being spent there!) it is. Have been working on a simple,  "capital-based" framework or set of parameters for introducing the EHIEP system. For each of the four categories, how's yours? Capital idea, eh!

Moving and touching about the mouth

This piece by Adrian Underhill does a good job of illustrating the typical use of movement and touch close in,  in several  mouth-centered (vowel and consonant) techniques. Although there are (better) HIPoeces alternatives in most cases, the perspective on  movement presented is excellent, and the "tricks" are certainly worth keeping handy!