As I look back on 2018 and look forward to this coming year, I realize that 2019 will mark ten years since I discovered the Automatic Language Growth approach in the course of researching how we as adults might learn new languages to very high levels of ability.
ALG suggests that adults can effortlessly acquire new languages and even approach native-like levels in them as young children appear to, given the same “childlike” approach of implicit learning without conscious study or practice, and the opportunities for interesting and understandable experiences with the language to support it.
Pursuing my interest in language acquisition and the ALG approach over the years has brought me down an exciting path that includes:
Continue reading “Beyond Language Learning: Looking Forward in 2019”
Another year has come and gone!
R.I.P. 2018 (2018-2018), as a joke I think is old by now goes.
I’m eager to look forward to this new year, but first I want to share a few highlights from Beyond Language Learning over the past year.
Automatic Language Growth: The Explainer Video
Since Automatic Language Growth is the main approach I’ve been researching and have focused on in this blog, I decided to make an explainer video about it.
Continue reading “Beyond Language Learning: Looking Back at 2018”
A typical heritage language learner has learned their heritage language to some extent in childhood from parents and relatives, but they’ve become more proficient in the language that dominates where they’ve grown up and been formally educated.
The question they face is how they can develop their heritage language from their current level to higher levels of proficiency.
Heritage language learning is quite a complex area that encompasses a range of issues, and I don’t pretend to be an expert on it.
However, seeing a couple of questions recently from heritage learners on the subreddit r/languagelearning, I felt obliged to offer some suggestions based on my experience and knowledge of language acquisition.
To me the difficulties these posters express appear to be consequences of the influence of “traditional” language learning with its focus on language itself, and they point to the advantages of comprehension-based approaches such as Automatic Language Growth (ALG) that focus on understanding and communicating meaning.
Continue reading “Advice to heritage language learners: Don’t focus so much on the language!”
Over the past year I’ve observed from the stats for Beyond Language Learning how people all over the world are visiting and reading this blog.
Not surprisingly, major English-speaking countries like the United States, Canada, and the United Kingdom top the list for number of views.
Many readers also come from Thailand, almost certainly because I write a lot about the unique AUA Thai Program and the Automatic Language Growth approach it uses to teach Thai.
South Korea stands out as another country that I get a lot of views from consistently.
Occasionally I will see many views from less expected and far-flung places like Angola or Uzbekistan.
Wherever you are reading this from, I wonder what brings you to this blog.
Continue reading “What are you doing reading this blog?”
A friend who uses the ALG (Automatic Language Growth) approach to learn and teach languages recently asked a discussion group what reasoning, if any, is behind so much repetition of words when teaching with comprehensible input-based methods like TPRS (Teaching Proficiency Through Reading and Storytelling).
He had attended some language classes that used a lot of circling, a technique where the teacher asks many questions about a statement they’ve just made and solicits and provides answers.
For example, the teacher says “John is drinking coffee,” then asks: “Is John drinking tea?” (Students: “No.”) Teacher: “No, John is not drinking tea. Is John drinking coffee?” (Students: “Yes.”) Teacher: “Yes, John is drinking coffee. Who is drinking coffee? Is John drinking coffee?”, and so on.
From even this very brief example, it’s clear that the circling technique provides enormous amounts of repetition of language: “coffee” appears five times and the verb “drink” is used seven times.
However, my friend noted that even when a teacher made the meaning of a word clear and repeated it hundreds of times during a lesson, he usually wouldn’t remember it the next day.
Continue reading “How Meaningful Repetition of Language Supports Comprehension and Acquisition”
Recently I was following some discussions that an Automatic Language Growth enthusiast prompted through writing about their experiences as a student for the first time in the AUA Thai Program, where the ALG approach has mainly been applied.
A highly experienced language teacher expressed skepticism about the effectiveness of the ALG method, and was unimpressed with the student’s report of being able to recognize many words, though not yet understand most of them, after 30 hours of classes.
The teacher uses TPRS (Teaching Proficiency through Reading and Storytelling), another comprehensible input-based language teaching method.
TPRS teachers use tools such as translation to establish the meanings of new words, very slow speaking of the target language to ensure understanding, and asking many questions to provide meaningful repetition of language and check student comprehension.
They generally aim for very high levels of comprehension on the part of their students, with some trying to ensure that nearly 100% of the words that they say in the target language are not just comprehensible to their students, but indeed comprehended by them.
To these TPRS teachers, it may appear that the time that the student has spent in the ALG classroom has mostly been wasted.
What acquisition of language could have occurred if the student has comprehended so little of the actual language that they have heard?
Continue reading “An ALG student understands only a few words after over 30 class hours. Has that time been wasted?”
In my last post, I wrote about the dangers of focusing on certain aspects of Automatic Language Growth as it’s applied in places like the AUA Thai Program, then emphasizing these actually peripheral things at the expense of more central and critical aspects of the approach.
I looked at the avoidance of translation or first-language use that many people take note of in ALG classes, and argued that this isn’t really central to ALG: Using the learner’s first language to help get meaning across can be compatible with ALG when the learner’s attention is entirely on meaning rather than language.
Rather than focusing on avoiding or banning translation, we should be focusing on the heart of ALG: providing abundant compelling comprehensible input in the target language for learners at every level, with the goal of creating understandable experiences so rich in context and meaning that no translation is needed.
Following some recent discussions, I’ve been thinking about another aspect of ALG as it’s observed in practice: the role of guessing.
Continue reading “Guessing for meaning can be helpful, but it’s not what ALG is really about”