ERIC Number: ED399574
Record Type: Non-Journal
Publication Date: 1994-Apr
Reference Count: N/A
Public Speaking Instruction with the Experiential, Self-Empowerment Approach (ESA): An Ethnomethodological Look.
Bedore, Joan M.
This paper takes a ethnomethodological look at a typical Experiential Self-Empowerment Approach (ESA)-using speech class to see how the ESA uses 12 assumptions as background expectancies (Heritage, 1984) to accomplish personal growth in college public speaking classes. The following assumptions are addressed: (1) students deserve "something more" out of this experience than just public speaking; (2) public speaking is a vehicle for personal growth; (3) instructors need awareness and flexibility; (4) students are already innately competent speakers; (5) students need to learn to communicate thoughts; (6) present, positive thoughts are the key to success; (7) unifying the basic, adult, and higher selves pays rich dividends; (8) experiential learning lasts a lifetime; (9) personal growth flourishes in a supportive climate; (10) breaking through a comfort-zone fosters confidence; (11) lifelong learning is the goal; and (12) students benefit from knowing what to expect. Sudents' everyday practices within the setting of nine University of Alaska at Anchorage college classes are examined to see why the ESA experience can produce such dramatic, powerful, and desirable results. After instruction with the ESA in an additional 11 classes in colleges in Oklahoma, student evaluations showed that students enjoyed the method, the techniques, and the benefits of ESA. The paper also offers implications for teaching the basic course in college public speaking classes. Contains 37 references. (Author/CR)
Publication Type: Speeches/Meeting Papers; Reports - Research; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Oklahoma