AMPISys is the realization of a simple idea: that body movement should be used systematically in second language instruction, especially in pronunciation and intelligibility work. Not that bodily/kinesthetic intelligence or some similar concept should be seen as central to one's teaching method, but that all senses, “modalities “ or “intelligences” must be appropriately engaged for efficient and effective learning.
The impetus to launch the company, Acton Multiple-modality Pronunciation & Intelligibility Systems Inc. (dba AMPISys), came about in 2006 with the development of the first of the AMPISys teaching systems with the tentative working title: Acton Multiple-modality Pronunciation & Intelligibility Systems – English Pronunciation (AMPS-EP). AMPS-EP was the culmination of about 30 years work in English pronunciation instruction on my part, about two decades of that period focusing on the development of various kinesthetic approaches and techniques, beginning with a presentation at the 1983 TESOL convention in New York, followed by an article in TESOL Quarterly (Acton, 1984) on changing “fossilized” (highly resistant to change) L2 pronunciation.
One of the pivotal questions in the field of ESL teaching continues to be how to more fully integrate movement (and gesture) in instruction. A key piece of the puzzle, I believe, came into focus for me as the result of collaborative work with a team of counseling psychologists at Trinity Western University, Langley, British Columbia.
The work of Cook and Bradshaw (1999, 2003 and 2008) and colleagues, working in what is termed “One-Eye Integration Therapy/Theory” (OEI), a recent derivative of the well-established therapeutic system, EMDR, Eye Movement Desensitization and Reprocessing, (e.g., Shapiro, 1989) have contributed a sophisticated, neurophysiological model of optimal brain engagement in memory and speech production that applies with remarkable directness to our work in pronunciation instruction. OEI/EMDR requires and achieves extraordinary attentiveness (and by extension brain involvement) on the part of the client or learner. That attentiveness is accomplished, in part, through extensive, selective and focused involvement of all senses and modalities. AMPS-EP is, likewise, “unusual” in today's pronunciation teaching methodology primarily in its extensive, systematic use of body movement and related modalities to achieve similar learner engagement.
AMPS-EP is an innovative system of
(a) Multiple-modality instruction, and
(b) Language learning readiness enhancement routines,
based on
(c) An English as an International Language
intelligibility/pronunciation model.
There are a number of instructional programs based on Bill's work in developing AMPS, offered through AMPISys, from direct instruction in AMPS-EP to teacher training (PIE). Suzy brings to the company over 25 years of expertise in program evaluation, curriculum development, research consultation and various aspects of child L2 instruction.