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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My experiences using Crosstalk to learn Mandarin Chinese

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.

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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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If language learning is harder for adults, why give them less and not more? Part two: A “silent period”

In my previous post, I wrote that while the ALG approach suggests adults can pick up languages as easily as young children can if they have the same learning environment and approach, even if language learning is harder for adults, the response should be to help them by offering them more of what children get rather than less.

I focused on how children naturally get many understandable experiences that allow them to pick up language without translation or study.

This kind of high-quality comprehensible input isn’t easily available to many adult beginning learners.

I asked why more such opportunities for input are not being created for adults, as has been done with the AUA Thai Program, which uniquely implements the ALG method.

In this post I want to look at another language learning opportunity that children get in abundance but is normally denied to adults.

This is the so-called “silent period”, but perhaps it’s better to refer to it here as “the right to remain silent”.

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The difference between ALG and AUA

An explanation of the Automatic Language Growth, or ALG, approach to language learning and the AUA Thai Program in Bangkok, where the ALG method has mainly been applied.

At present, the ALG approach is being implemented in only one language program: the AUA Thai Program in Bangkok where it originated over 30 years ago.

Because of this, and perhaps also the uniqueness of both the approach and the program, people tend to conflate the two, drawing conclusions about ALG based on their experiences with AUA, or what they’ve read and heard about AUA.

Therefore, it’s important to make a clear distinction between ALG and AUA.

ALG is the language learning method and AUA—specifically, the AUA Thai Program in Bangkok—implements ALG, giving learners an opportunity to follow the method.

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