The Accelerative Integrated Methodology (AIM), developed by Wendy Maxwell in Canada, is an approach to teaching foreign languages that enables students to learn vocabulary and structures through scaffolded techniques which use gestures, active collaboration and repetition.
In AIM, simple gestures are associated with the most frequently used words and expressions, allowing young learners to feel comfortable with expressing themselves in French at an early stage. The ultimate goal is for students to be able to construct full sentences in the target language without the use of the gestures.
Susan Wagner Cook, an Associate Professor in the Department of Psychological and Brain Sciences at the University of Iowa, has studied the nature and function of gestures in education. Her research has shown that using gestures while learning new concepts helps children to retain knowledge and concepts, both abstract and concrete. She attributes this to more parts of the brain being active when gestures are used in combination with speech compared with speech alone.
My own experience with AIM began with a workshop six years ago, and I have been using it in class ever since, especially with Kindergarten and Stage 1 groups. I have consistently observed that gestures keep students highly engaged physically and mentally, aid comprehension, and help to build and accelerate fluency. I have found that AIM works with a range of student abilities.
Although gesturing is clearly a visual technique, I will try to provide some simple examples of how it works in French class. To begin with one of the simplest concepts, the word ‘je’ (‘I’ in English) is always expressed by pointing the thumb towards the centre of the chest and, importantly, pronouncing the word at the same time. The verb ‘lire’ (‘to read’ in English) is expressed by holding the hands in a prayer position and then opening the palms to imitate the opening of a book. Combining the first movement with the second movement automatically conjugates the verb (i.e. ‘je lis’, or ‘I read’ in English), again with the student speaking the words at the same time. The movements can be a little like those used when playing the game of charades, and are often instinctive (but often not). They act as a kind of ‘mental hook’ which helps the corresponding words to stick in the memory. AIM is extremely useful for teaching particular aspects of French, such as the notoriously tricky concept of gender. AIM makes ‘le’ and ‘la’ easy and enjoyable (who would have thought it)! The gesture for the former involves a slightly crooked index finger across the upper lip to imitate the flamboyant moustache of the archetypal Frenchman, whereas the latter is represented by a gentle fluffing of the hair with the hand. No clichés here, of course.
The process of learning through AIM follows an established path in class. When a new word or structure is initially introduced, it is important for the student to copy my gestures. There is then a phase of repetition to embed the words and movements, and a gradual move towards constructing full sentences and having simple exchanges in familiar contexts. For instance, a student might want to ask me for a rubber. I will express the question again using gestures, so that she can then repeat the gestures and say the words in French. After a while, some students will naturally stop gesturing, whereas others will continue to use gestures.
Overall, I believe that AIM is a very useful technique for learning languages. When students demonstrate gestures back to me, they make the connection between the movement, the spoken word and, critically, the meaning. But, just as importantly, it is simply great fun!
Ms Sylvie Boulter
Junior School French Teacher