When trying to imitate what young children learning languages do, we adults must also take into account how they think (and don’t think). Ignore this, and what we end up doing can be totally different.
I was interested to come across a recent post by Donovan Nagel on The Mezzofanti Guild blog titled “How To Learn Languages Like A Child (Yes It Is Possible)“.
Many other language learning bloggers appear quite skeptical about that idea, so I wanted to see what he had to say.
I think he’s on the right track in a lot of ways: for example, he says that adults can and should pick up grammar like children do, acquiring it through comprehensible input without explicit instruction.
He also writes that “[t]raditional language study and reading can actually get in the way of learning”, and suggests focusing on reading after getting attuned to the spoken language—a point I think is overlooked even by many proponents of “natural” or “learn like a child” approaches.
However, I think he’s also made the same kind of error that I’ve seen many other people make when they look at children’s language learning and try to apply it to adults.
Continue reading “How Young Children’s Mimicry of Language is Very Different from Adult Learners’ “Listen and Repeat””
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!”
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 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.
Continue reading “My experiences using Crosstalk to learn Thai”
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”