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Title: Language Therapy Space

Language Therapy Space

Teaching English as a Foreign Language to the Visually Impaired

by Beata Wyszyńska (Author)
©2016 Monographs 221 Pages
Linguistics
Series: Crossroads and Interfaces: Studies in Linguistics and Literature, Volume 38

Summary

Language can be seen as a therapeutic tool to the visually impaired. The author explores the psycho-linguistic therapy «Touching the World» which is rooted within two areas. The mental one pivots on emotional openness and balance, gained through the sandtray therapy, controlled breathing practice, the Brain Linkage Method, and the edu-kinaesthetic area. The linguistic layer offers a two-pathed differentiation. Lexical and grammar fields are taught through the Re-charged Direct Method, enriched with sand and water experiments, based on tactile-audible perception. The author’s suggestions to explore language as a therapy tool show how deeply the possibilities and discoveries are hidden in a language teaching-learning process.

Table Of Contents

  • Cover
  • Title
  • Copyright
  • About the author(s)/editor(s)
  • About the book
  • This eBook can be cited
  • Acknowledgements
  • Table of Contents
  • List of figures
  • List of tables
  • List of appendices
  • Abbreviations and typographic conventions
  • Introduction
  • Part One: Theoretical Backdrops and Considerations
  • Chapter One: Visual impairments – physical, psychological and didactic consequences
  • 1.0. Introductory remarks
  • 1.1. Visual disorder classification
  • 1.2. Sensory compensation
  • 1.3. Psychological and physical consequences of the disorder
  • 1.4. Teaching the visually handicapped
  • 1.4.1. The cohesion of skills – dual language linkage system
  • 1.4.2. Special didactic devices for the visually impaired
  • Chapter Two: Concepts of mental therapy
  • 2.0. Introductory remarks
  • 2.1. Correlations between emotions and values
  • 2.2. Emotion, feeling, affect
  • 2.3. Measuring the intensity of emotions
  • 2.4. Perspectives on personality
  • 2.5. Maslow’s pyramid of needs
  • 2.6. Motivation and flow
  • 2.7. Memory issues
  • 2.8. The author’s three-layer intelligence structure versus Gardner’s two-layer intelligence structure
  • 2.9. Group therapy space
  • Chapter Three: Linguistic aspects of therapy
  • 3.0. Introductory remarks
  • 3.1. Language as a means of expressing emotions
  • 3.2. Theory of language learning: Steven Krashen’s Monitor Model
  • 3.3. Theoretical framework on language teaching models
  • 3.4. Approach, method, and technique
  • 3.5. Direct Method issues
  • 3.6. The Audiolingual Method
  • 3.7. Total Physical Response
  • Chapter Four: The psycho-linguistic therapy “Touching the World” – the experimental method of language teaching for visually impaired students
  • 4.0. Introductory remarks
  • 4.1. The psycho-linguistic therapy “Touching the World” structure
  • 4.2. The Re-charged Direct Method
  • 4.2.1. Controlled breathing
  • 4.2.2. Supportive issues: parallel reading and dicto-listening
  • 4.3. The sandtray therapy
  • 4.4. The Brain Linkage Method – Bioemanation (BSM)
  • 4.5. Edu-kinaesthetic field
  • Part Two: Empirical Part
  • Chapter Five: Practical implications of the psycho-linguistic therapy “Touching the World”
  • 5.0. Introductory remarks
  • 5.1. The PLT steps division
  • 5.2. The Re-charged Direct Method
  • 5.3. The sandtray therapy
  • 5.4. The Brain Linkage Method
  • 5.5. Edu-kinaesthetic field
  • 5.6. Feedbacks involvement
  • 5.6.1. Relaxed Feedback
  • 5.6.2. Re-charged Collage Feedback
  • 5.6.3. Re-charged Water Feedback
  • 5.7. Tactile structure repetition
  • 5.8. Classroom design
  • Chapter Six: Research
  • 6.0. Introductory remarks
  • 6.1. The purpose of the research
  • 6.2. Description of the sample
  • 6.3. Research hypotheses
  • 6.4. Methodology
  • 6.4.1. Triangulation
  • 6.5. Instruments
  • 6.6. Data collection and analysis
  • 6.7. A Mann-Whitney U Test
  • 6.7.1. The comparison between groups 1 and 2
  • 6.7.2. The comparison between groups 2 and 3
  • 6.8. Discussion of the research results
  • Chapter Seven: Conclusions and implications for further research
  • 7.0. Introductory remarks
  • 7.1. Conclusions
  • 7.2. Recommendations for language teachers of visually impaired students
  • 7.3. Implications for further research into pedagogy for the visually handicapped
  • References
  • Appendices
  • Index of names

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List of figures

Figure 1. The author’s dual language linkage system

Figure 2. The “modal model” of emotion

Figure 3. Positive affects

Figure 4. Negative affects

Figure 5. Maslow’s pyramid of needs

Figure 6A. Gardner’s two-layer intelligence structure

Figure 6B. The author’s three-layer intelligence structure

Figure 7. The author’s circular model of approach, method, and technique related to visual impairment

Figure 8. The PLT typology area

Figure 9. The PLT linguistic layered recognition

Figure 10. The PLT structure

Figure 11. Breathing chain – the triple breath rule

Figure 12. The circle of 4-second acquisition process

Figure 13. Parallel reading

Figure 14. The sensory and motor homunculus in the forehead plane of the brain cross-section by Wider Penfield (after Lewandowski, 2005:20)

Figure 15. Topography of the brain in the skull (after Lewandowski, 2005:9)

Figure 16. Lines displaying the skull centreline (after Lewandowski, 2005:12)

Figure 17. The PLT steps division

Figure 18. The Re-charged Direct Method structure

Figure 19. The process of breathing practice

Figure 20. Controlled breathing – the empty cycle rotation

Figure 21. 4-second acquisition process – the primary/secondary rotation

Figure 22. 4-second acquisition – time schedule

Figure 23. The 4-second acquisition process; one circle’s time schedule ← 13 | 14 →

Figure 24. Diagram of a human cerebral cortex (after Altman 1970, in Lewandowski 2005:21)

Figure 25. Treatment position 1 (after Lewandowski, 2005:11)

Figure 26. Treatment position 5 (after Lewandowski, 2005:14)

Figure 27. Edu-kinaesthetic crossing the centre body line (lazy 8s)

Figure 28A. The length of the Relaxed Feedback structure – session 1

Figure 28B. The length of the Relaxed Feedback structure – sessions 2–4

Figure 29. The discussion zone – 4 d’s rule

Figure 30. The Re-charged Collage Feedback structure

Figure 31. The Re-charged Water Feedback structure

Figure 32. Grammar water jar

Figure 33A. The ping-pong balls – triple division

Figure 33B. The ping-pong balls – parts of the sentence

Figure 33C. The ping-pong sentence structure; types of sentences

Figure 34. The magnetic sentence system – grammar chain structure

Figure 35. The tactile repetition of grammar structures – “tactile knots”

Figure 36A. The Re-charged Direct Method classroom management

Figure 36B. The water/collage classroom design

Figure 37. Positive affect changes – group 1

Figure 38. Positive affect changes – group 2

Figure 39. Positive affect changes – group 3

Figure 40. The Box and Whiskers plot for positive affects – research 1

Figure 41. The Box and Whiskers plot for positive affects – research 2

Figure 42. The Box and Whiskers plot for positive affects – research 3

Figure 43. The Box and Whiskers plot for positive affects – research 4

Figure 44. Negative affect changes – group 1

Figure 45. Negative affect changes – group 2

Figure 46. Negative affect changes – group 3

Figure 47. The Box and Whiskers plot for negative affects – research 1

Figure 48. The Box and Whiskers plot for negative affects – research 2

Figure 49. The Box and Whiskers plot for negative affects – research 3

Figure 50. The Box and Whiskers plot for negative affects – research 4 ← 14 | 15 →

Figure 51. L2 test evaluation

Figure 52. The Box and Whiskers plot for achievements in L2 – test 1

Figure 53. The Box and Whiskers plot for achievements in L2 – test 2

Details

Pages
221
Publication Year
2016
ISBN (ePUB)
9783631694992
ISBN (MOBI)
9783631695005
ISBN (PDF)
9783653060775
ISBN (Hardcover)
9783631668450
DOI
10.3726/978-3-653-06077-5
Language
English
Publication date
2016 (December)
Keywords
L2 language learning psycholinguistics Brain Linkage Method Sandtray therapy
Published
Frankfurt am Main, Bern, Bruxelles, New York, Oxford, Warszawa, Wien, 2017. 221 pp., 56 b/w graphs, 28 b/w tables

Biographical notes

Beata Wyszyńska (Author)

Beata Wyszyńska is an Assistant Professor of Applied Linguistics affiliated with the Institute of English at the University of Social Sciences in Warsaw (Poland). She was awarded the European Language Label for her project: Language as a therapeutic tool. The psycho-linguistic therapy «Touching the World». Her current interests cover ELT methodology, psycholinguistics and tyflology.

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Title: Language Therapy Space