Experience is huge in the theory and practice of Automatic Language Growth, which claims that even as adults we can effortlessly pick up new languages and approach native-like levels of fluency and ability.
The ALG approach is based on the notion of comprehensible input popularized by Dr. Stephen Krashen, who said the only way we acquire language is “when we understand messages.”
In developing ALG, Dr. J. Marvin Brown narrowed this idea of understanding messages down to “happenings”: hearing the target language in meaningful situations that have elements like a ‘who’, a ‘what’, a ‘when’, a ‘where’, a ‘why’, and a ‘how’.
The idea is to create understandable experiences through which students can pick up language without paying attention to the language.
ALG argues that rather than age, the adult tendency to focus on and analyze language is a main reason why older learners don’t learn them as successfully as young children, who cannot consciously do that.
But in implementing ALG, Dr. Brown wanted a lot more than plain old “happenings”.
Continue reading “We Need Experience of All Kinds for Better Language Learning”
It wasn’t long after I began to look into how we can learn new languages to very high levels of ability that I learned about comprehensible input.
The notion that we learn languages and become fluent not by studying and practicing words and rules, but through exposure to them in ways that we understand what is being said, revolutionized my thinking.
A further revelation was discovering the Automatic Language Growth (ALG) approach, which suggests that through comprehensible input alone, even adults can effortlessly approach native-like levels in new languages, provided that the input sufficiently precedes conscious output and study.
Continue reading “Is the Classroom Context Killing Comprehensible Input-Based Language Teaching?”
In many of my posts I have lamented the lack of comprehensible input for language learners, whether it be in the form of classes or other resources.
In my last post, I observed that while academics today generally agree that comprehensible input is very important to language acquisition, more comprehensible input exists today mainly by accident—because technology has made so much foreign language media easily available.
However most of this media, like TV shows and movies, is aimed at native speakers and so is not very comprehensible for beginners to efficiently pick up language from.
Even though media is so easy to create and distribute today, there isn’t a comparable effort to create good comprehensible input for beginner and intermediate learners that doesn’t require study or translation.
In this post I want to take a more positive focus and highlight some work that people have been doing to create this kind of input.
Continue reading “AUA Thai Program Alumni Create Comprehensible Input for Beginners”
It’s been well over 30 years since linguist Dr. Stephen Krashen popularized the notion of comprehensible input as the basis for language acquisition.
According to Krashen, even as adults we become fluent in new languages not by studying and practicing words and rules, but by gaining exposure to language in ways that make it understandable to us.
You can see Krashen demonstrating comprehensible input in a 1983 BBC documentary where he’s shown giving an audience two brief German lessons.
Continue reading “Where Is All the Comprehensible Input?”
A potential goldmine of content might be just the press of a button away if you’re a language learner who wants to pick up a language through watching and listening.
Audio description, also known as described video, video description, or visual description, adds a narrator’s description of precisely what’s happening on the screen to a program’s soundtrack.
Audio description is primarily intended to benefit people who are blind or visually impaired by making the visual content accessible to them through hearing.
What appears to be overlooked is its tremendous value as a tool for language acquisition.
By providing a great source of comprehensible input—language made understandable through context—audio description also makes the target language more accessible to language learners.
Continue reading “Audio description of TV and movies: a great source of comprehensible input for language learners”
Crosstalk is a term for multilingual communication where each person speaks their own language, using non-verbal tools as needed to make themselves understood.
It can be used to implement the Automatic Language Growth approach to language learning, which theorizes that adults can learn languages as well and as effortlessly as children do if they learn them like children—by picking them up through experience instead of study, and listening and understanding before speaking much.
Dr. J. Marvin Brown, the originator of ALG, found the adult propensity to try to speak a new language before having a sufficient foundation of listening experience to be responsible for many of the problems adult language learners face, such as pronunciation difficulties and “broken” grammar.
Seeing the pressure his students faced to speak from early on, Brown developed Crosstalk as a way for them to gain more listening experience and communicate with speakers of the target language without having to speak it themselves.
Continue reading “My experiences using Crosstalk to learn Mandarin Chinese”
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.
Continue reading “One year of Beyond Language Learning”