HICPR: scheduling

Showing posts with label scheduling. Show all posts

Saturday, January 28, 2012

Eliminating the "FATuous" from pronunciation teaching: the Jenny Craig approach

Good behavior change and integration systems all share certain basic features. If you have ever been on a serious diet, you know that most are simply useless. (New research seems to suggest that many actually make matters much worse in the long term.) Once you slip off the formula, you are "cooked." The systems that do "work" are those that effectively integrate lifestyle changes that persist once you are off "life support."

The Jenny Craig method, one of the oldest and most successful, has a well-tested "theory" or model. Its basic principles:
(1) Sensitizing the client to portion size--what amounts feel like in the hands,
(2) Establishing physical exercise regimen,
(3) Training in time (and priorities) management, scheduling in essentials,
(4) Providing (virtually) all food to the client initially--both taking away the "problem" of selecting/thinking about what to eat, and modelling effective nutritional meals and snacks, and
(5) Gradually establishing a new "thin" identity that embodies and integrates 1-3 as "permanently" as possible.

See the nice parallel there to EHIEP work--or any effective language instruction program? Pronunciation teaching advice in methods texts typically assumes that the "sweet, addictive, engaging, enlightening, and mind-blowing" classroom experience is where it is at. Not so. Simply the expectations created without clear strategies for accomplishing them run the gamut from frustrating to "FATuous," to put it mildly. For most--given the limited amount of time now recommended for pronunciation instruction, unless you have trained students in better managing their pronunciation work outside of the classroom, the chances of efficient integration happening are often "slim to none . .. "

Saturday, August 20, 2011

Pronunciation Homework: Doing the heavy lifting!

As noted in an earlier post, I have been unable to find any good research on the effect of consistent pronunciation homework. (If you know of some please, let me know!) Given the more directly physical character of EHIEP protocols, it seems reasonable to look to a couple of related fields, in this case, formal exercise courses and weight lifting for insights into how to keep learners engaged appropriately. (In pronunciation work, there is a great deal published on pronunciation journals, workouts and after-the-fact reflections on outside of class work, but apparently next to nothing on persistence to prescribed program homework.)

Clip art: Clker

The college exercise class study linked above used a 3x per week model and found that the required regimen not only achieved course objectives but actually resulted in increased activity beyond the course. An every-other-day pattern of practice is also standard in most weightlifting, running and other sports where recovery time for properly exercised muscles is at least 48 hours (for older and less fit, even longer.)

That has been our experience with HICP homework as well, probably in part because of the body and visual field focus and stretching: 48 hours between "workouts" and no more than 3, 30-minute homework sessions per week. The research in "physical" disciplines (See earlier post on exercise persistence.) suggests that short, intense, programmed, disciplined, spaced, regular exercise is optimal. Prescribing and carefully monitoring pronunciation homework is certainly not "speaking out of school!"

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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.)