My experiences using Crosstalk to learn Thai

In my previous post I detailed my experiences learning Mandarin Chinese using Crosstalk, a method where each person speaks their own language using non-verbal tools as needed to communicate.

Crosstalk provides a way to implement the Automatic Language Growth approach, which theorizes that adults can learn languages as well and as easily as children if they pick them up like children, through understandable experiences without study or practice, and letting speaking emerge on its own.

This suggests that adult speakers of different languages could use Crosstalk to communicate, gradually gain understanding of each other’s language, and with this, have the basis to go on and approach native-like fluency in their new languages.

While most of my experience with Crosstalk has been with Mandarin, I also have some experience with Crosstalk as part of learning the Thai language.

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One year of Beyond Language Learning

Today is the start of a new year, and it’s been exactly one year since I started this blog.

My focus remains on topics around language learning, and in particular, how we might effortlessly learn new languages to very high levels of ability at any age, while having fun and learning other things in the process.

Reflecting on a year having passed, I can’t help but think of the many language-learning opportunities that have been silently lost over this time.

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Language learning research and opportunities for comprehensible input: a “chicken-and-egg” problem

While I intend to write on many different topics that relate to language learning, there are two main things I want to advocate for with this blog:

More research on language learning, especially on issues like age and second language acquisition. I think that research that controls for the differences between what adults and children typically do and experience when learning languages will reveal that adults have a much greater potential to effortlessly pick up languages than commonly believed if they are given the right opportunities, namely:

More opportunities for comprehensible input in second languages. I think we’ve really just barely scratched the surface in terms of creating media and experiences that adults can pick up language from without the need for study or translation, especially opportunities that are highly understandable and interesting for beginners.

As it is now, it seems the lack of research on language learning and the lack of opportunities for comprehensible input make up kind of a “chicken-and-egg” problem—a vicious cycle where the lack of one reinforces the lack of the other.

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What is the future of Automatic Language Growth?

It’s been over 30 years since the American linguist Dr. J. Marvin Brown originated the Automatic Language Growth approach to language learning.

The ALG approach claims that adults can become like native speakers of second languages as easily as young children do if they learn them the same way, picking them up implicitly with a lot of listening before speaking much.

AUA behind gate
The AUA Thai Program’s former location on Bangkok’s Ratchadamri Road. This building has since been demolished.

Since its inception in 1984, the AUA Thai Program in Bangkok has been one of the few programs anywhere that allows adult learners to follow the ALG method, giving them the opportunity to pick up Thai language through understandable experiences without translation or study, and without having to practice speaking.

Today, after more than three decades, ALG has hardly gotten any further than where it began in Southeast Asia.

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The ALG-shaped hole in second-language acquisition research: a further look

In a previous post I wrote that what’s missing from research on second-language acquisition overlaps so much with Automatic Language Growth theory and methods that SLA research could be said to have an ALG-shaped hole.

I focused on what I think are the largest areas of this research hole, starting with the lack of scientific control in research on the issue of age and second language acquisition.

ALG posits that adult language learners typically attain less with greater effort than children learning languages because of how their approach and environment typically differs from children.

Yet researchers have generally observed the lower rates of attainment in adults and assumed that they result from some loss of ability, without even proposing to try to control for these differences.

I argued a major part of controlling for these differences would be research into a “silent period” of listening to a language before speaking, based on the observation that while a child gets a lot of exposure to a new language early on, for some time their production is quite limited.

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The ALG-shaped hole in research on second-language acquisition

Every academic discipline has its research gaps and holes—those areas that haven’t been adequately investigated and the questions that haven’t been answered, or even asked.

The field of second language acquisition is no exception.

What’s fascinating, and at times maddening, about looking at the Automatic Language Growth, or ALG approach, alongside existing research on second-language acquisition is how so much of what ALG asserts and touches upon has not really been examined.

These gaps coincide so much with ALG theory and practice that I would say it’s as if the research on second language acquisition has an ALG-shaped hole.

In this post I will focus on what I think are the most prominent parts of this research hole: scientific control in research on the issue of age and second language acquisition, and the so-called “silent period”.

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More on whether ALG and AUA are really that different from other language learning methods and programs

In a previous post I discussed the apparent uniqueness of the Automatic Language Growth (ALG) approach to language learning and the AUA Thai Program where it has mainly been implemented.

I wrote how I inquired in an online group discussing comprehensible input-based approaches as to whether there were any other methods or programs that were “pure” comprehensible input in the sense of not including study or practice.

All of the suggested answers turned out to involve some element of translation, study, or speaking practice—the kind of conscious learning that ALG and AUA seek to avoid.

I wrote that I still find it hard to believe there doesn’t seem to be anything else like ALG and AUA, and questioned whether perhaps they’re not really as different as they seem from other methods and programs.

Nìall Beag suggests the latter in a post on his blog Lingua FranklyTake nobody’s word for it: a case study.

However, while this post, like others on his blog, raises a lot of great points, it contains a number of inaccuracies and misconceptions about ALG.

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