How to Become an Accidental Linguist, in Three Strange Lessons

How to Become an Accidental Linguist, in Three Strange Lessons

By Glynnis Burrough
http://www.telegraph.co.uk/expat/5436926/How-to-become-an-accidental-linguist-in-three-strange-lessons.html

Learning the local language is essential.

However, one expat tells of the frustrations of studying French in Bahrain, Spanish in Argentina and German in Switzerland

I studied French in Bahrain, Spanish in Argentina and German in Switzerland. Can I say I can speak all three languages? Well yes, but unfortunately all of them, at the same time, in the same sentence.

My first experience of language learning was pure terror. French was compulsory in the first year of grammar school. The teacher was a fierce old dragon who believed the best way to teach French was to terrorise and ridicule. Every day, pale teary-eyed girls lined up in the corridor outside the classroom, praying for some terrible disaster to befall them so that they could avoid the French lesson. But God wasn't listening.

We translated yards of English into French, learned our irregular verbs by rote and even sang a French carol at Christmas; but French conversation only came along for five minutes a year, when a French teaching student paid a brief visit to each class in the school. After three years of terror I was told I would have to choose between French and Physics, as they would clash on next year's timetable. Not the hardest choice I've ever made.

It was not until 20 years later that a real necessity to speak French arose. When the Gulf war broke out I was living in Bahrain with my husband. Having experienced numerous weeks of trembling earth as Patriot missiles were launched and the US military crashed into various objects in Bahrain (including themselves), we decided it was perhaps time we had a bolt hole closer to home.

While spending a pleasant but very wet holiday with friends in France we ended up looking at houses and on the last day of our holiday we fell in love with an old stone cottage. We rapidly needed to acquire a good French vocabulary in bathroom and kitchen renovation. We also needed to be able to translate the seemingly strange fare offered by some restaurant menus.

For example, salade chaude au crottin de chèvre translates directly as: "warm salad of goats' droppings." However, this is in fact a delicious salad of warm goats' cheese. "Ah, yes," they explained, "one has to use the imagination." Well I did use my imagination and I still saw goat manure!

Luckily, back in Bahrain there was a well-established branch of L'Alliance Française, where French citizens who wished to avoid military service could still show the braveness of their heart by teaching French to English people who wanted to order goat manure in restaurants. Our teacher was Monsieur Petit, teacher extraordinaire and master of the art of colour co-ordinated clothing. I remember well our final exam day.

Whilst pondering the correct spelling of the word chaussettes (socks), I happened to glance at Monsieur Petit's chaussettes, which were in full view as he stretched back in his chair with his hands clasped behind his head. I was totally fascinated, as his canary-yellow cashmere chaussettes perfectly matched his canary-yellow spectacle frames – did they have shops in France that went to such extraordinary lengths in colour co-ordinated accessories and just how would they spell chaussettes? Despite the distraction I managed to pass.
My husband's work then took us to Buenos Aires in Argentina. Before departure we were required to attend an intensive Spanish course in Salamanca, Spain. To supposedly assist our rapid assimilation into the Spanish language we were to be placed with a Spanish family. We had dreams of a crisp, white, bougainvillea-draped villa, shimmering on a sun-drenched hillside. Unfortunately, the family lived above a bar on one of the noisiest streets in Spain.

When the noise finally died down at around 4.30am, the refuse collectors started and they had obviously decided that if they were going to be awake at that time then so was everyone else. Our host suggested earplugs so that we could sleep – the vocabulary floating up from the street below wasn't the kind that would be useful in negotiation contracts or arranging visas in Argentina.

Being a beautiful university city, Salamanca attracts young people from all over the world – most of them party animals. But they still seemed to have no problem in hoovering up the verbos irregulars and spitting them out in perfectly formed sentences without a bat of a drowsy eyelid.

What was their secret? Their party animal lifestyle became quite infectious and we 'mature students' were soon joining in. That's how I discovered their secret – they spent the whole night talking to the locals!

But when we got to Argentina we discovered that the Spanish there was not quite the same as the Spanish we had been taught. In English we would say "llama'" in Spain they would say "eeyama", but in Argentina they would say "shama"! Fortunately assistance was at hand; the company arranged lessons for us with a fantastic teacher Vero (Veronica).

I had her all to myself, and together we explored the eccentricities of each other's language and culture and my confidence to speak Spanish slowly grew. Vero became a very good friend and we're still in touch with her to this day.

A year later we were back in Spain, this time in Barcelona the capital of Catalonia where Catalan is spoken! Ah yes, it was only after my first lesson in "Spanish" that I discovered there was more than one language in Spain. What we usually refer to as Spanish is the lisping Castilian Spanish, but there is also Catalan, Galician, Asturian and Basque (and probably a few more), all languages in their own right.
But most of the people in Barcelona also spoke Castilian and there was even a Castilian language school. So back to school again – where they tried to knock "that Argentine accent" out of my Castilian (they didn't seem to be bothered by my English accent).

Then just as I was finally gaining confidence in Spanish, we were moved to Switzerland where German, French, Italian or Romansh are spoken. I would have been a gift if we had been placed in the French-speaking canton but we went to live in the German-speaking canton around Zurich. I then discovered that the Swiss don't actually speak German; they speak Swiss German, a specialised dialect, which the Germans claim they don't understand.

I got by for a few years speaking French, English and the little German I had picked up but I knew that one day I would have to start learning another language.
I was advised to learn High German as it was would be more useful worldwide than Swiss German. My first teacher was a very large lady of Swiss Italian origin who held conversations from the balcony window of the class room with members of her family in the street below, in very loud Italian. Meanwhile we, her class, set about untangling the mysteries of the German language through the exciting activity of filling in gaps in hundreds of meaningless sentences.

I was about to give up, when along came Dagmar, a native German speaker who knew how to make learning fun. Her humour was electric and infectious; everyone in the school adored her. I started to speak German. She too remains a good friend to this day.
One of the greatest pleasures of language learning is getting to meet and talk with people from all over the world. This was especially true in Switzerland where many well-educated asylum-seekers find refuge.

They are automatically provided with free language lessons to help them integrate. I would never normally have had the opportunity to speak with young women from Kazakhstan or have got to know what everyday life was like for ordinary people in Colombia. They all had their stories to tell and I would not have heard any of them had we not all been able to communicate in German.

We now live in France – back to the beginning. But my French had been wrestled to the ground by years of trying to speak Spanish and German, and was now making a brave attempt to get back on top with the result that all three were fighting it out every time I opened my mouth.

But I'm taking a rest from language schools – no matter how good the school, I can guarantee that a very noisy building site or road works will appear within a few feet upon my arrival. If not there is sure to be a busy road nearby where small furry creatures meet their maker with a great screeching of tyres, followed by verbal abuse and wailing sirens – all a little distracting.

I'm now opting for what is called "total immersion". I've become a member of the local village choir, my husband and I are members of an Argentine Tango dance association and I attend weekly Tai Chi classes – all solidly French. I watch the French news and I chat with my French neighbours. It's good fun and it's much cheaper! I've never before stayed anywhere long enough to get to this stage – so I think that, at last, I'm home.

You cend your submissions about life as an expat (up to 1,000 words) to the Weekly Telegraph newspaper (UK)at weeklyt@telegraph.co.uk.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Michael Jackson: An EFL Teaching and Learning Tribute to a Musical Genius

Michael Jackson’s Sudden Death a Shock

The sudden death of Michael Jackson has been a shock to almost everyone. Tributes and condolences to the family have poured in from around the globe from the White House to the Vatican. Few performermers have touched so many from so many walks of life and so many countries, languages and cultures. His presence will surely be missed.

His legacy though, will live on. His contributions to the field of entertainment are profound, affecting global cultures and age groups from youth to the elderly. Many English language learners remember several of his many songs. These can continue to be useful in EFL language practice at any level of language learning. Students will be especially attracted to his songs now with their increased available and accessibility. Learners worldwide can also recall seeing a concert or televised special in many cases too. Likely a number of your EFL or foreign language learners have his songs and albums on CDs.

Perhaps even you have special memories or anecdotes you can relate of one of the world’s most well-known and at times, controvertial entertainers.

Try asking your learners to talk about:

What is your favorite Michael Jackson song?

Mine are “Never Can Say Goodbye” and “ABC” from the Jackson Five’s earlier years. (See video clip below)

Which Michael Jackson album is your favorite?

Why “Bad”, of course, for me. Yes, “Thriller” is excellent, but not my favorite.

Do you have a favorite Michael Jackson music video?

For me, “Remember the Time” gets the vote. The music video “Black and White” also gets a hearty vote from me with its introduction of “image morphing” which was a new technique at that time. Sometimes I used “The Way You Make Me Feel” in classes too.


Making Practical Use of Music by Michael Jackson

Don’t pass up the chance to play a few of your learners’ favorite Michael Jackson songs in class, but don’t “veg-out” at just that. Do some of these exercise or activity types to add increased language learning and practice value to the songs:

• re-ordering activities,
• cloze exercises or whip up
• some short, quick, true-or-false exercises based on the song lyrics
• why not stage a “performance” or presentation competition?

It’s almost certain that I’ll offer my EFL classes the opportunity to incorporate one or more of Michael Jackson’s hits into a couple of language learning lessons or so. The English as a foreign language learners might also choose to:

• write an essay related to his music or his life
• try a “Concentration”-type series of class room activities
• demonstrate songs or videos as a short “performance”

Michael Jackson Will Continue to Live on in Our Hearts and Minds

Certainly, many of us will miss this great entertainer’s contributions to the industry, but he will continue to live on in our hearts, minds and ears as we continue to enjoy his many musical creations. Musical entertainment genius Michael Jackson will undoubtedly continue to live on in our hearts and minds for many years to come.

How about you? How will you incorporate the legacy of this great performer into your EFL teaching and learning scenarios?





Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Is There an Age Limit to Learning New Languages?

Is There an Age Limit to Learning New Languages?

by Jonathan Golob
http://www.thestranger.com/seattle/dear-science/Content?oid=1740852&hp

Dear Science,

"Is there an age limit to learning new languages? If so, does it apply only to spoken languages, as opposed to ancient or programming languages?"

Aspiring Native Speaker

Science consulted his friendly local linguist and was introduced to the Critical Period Theory of language acquisition—and poor Genie. Genie spent the first 13 years of her life locked inside of a room—without any sort of human contact. When eventually discovered by Los Angeles–area child welfare people in 1970, it became apparent, to their horror, that she could not speak any language. Despite years of attempts, Genie was only able to eventually offer short verbal answers like a two-and-a-half-year-old; her nonverbal communication improved far more so.

Linguists loved Genie. The critical period theory claims that primary-language acquisition has to occur before puberty; Genie was living evidence that the hypothesis was true. The theory claims that if you start learning a verbal language before puberty, you can become a native speaker. If you learn after that, your writing and grammar can be exemplary but you'll always sound a little off. The parts of the brain responsible for recognizing and categorizing different sounds start to lock down. Children raised with Asian languages lacking a distinction between R and L sounds, for example, who are not seriously exposed to English before puberty struggle later when learning to speak like native English speakers. Pat Kuhl, a scientist at the University of Washington, has done some cool work with babies around these questions.

Children learn language in ways that go far beyond mere imitation of their parents and others. Children create their own grammar rules—testing them with their parents and other people. Over time, these rules are tuned and pruned into fluency. Feeding into this is a genetically pre-programmed "universal grammar," an instinctual set of rules for verbal communication between people.

The critical period theory has been around for quite a while, since the 1960s, when proposed by Eric Lenneberg, and it's why exasperated linguists keep asking for foreign languages to be introduced to American schoolchildren before middle school. While most linguists today would agree the critical period theory is correct for the acquisition of a first language, there is far more controversy about the puberty timeline as a limit for proper learning of a second language. Everyone seems to agree earlier is better; the age boundary seems blurrier, however, when struggling through your second language.

Learning how to read and write a new language (as opposed to speaking it) seems to be easier on those of us who are long past puberty. So if spoken Mandarin is giving you too much grief, perhaps it's time to pick up some Python programming.

Send your science questions to dearscience@thestranger.com






Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Getting Dear Ole Dad into Foreign Language Learning

Happy Father’s Day – Feliz Dia del Padre

If you’re a Dad, then “Happy Father’s Day”.

Speaking of Father’s Day, where does your Father or Grandfather stand in regards to foreign language learning and fluency? Too many people think, “My Dad’s to old or set in his ways or “old fashioned” and wouldn’t be interested in learning another language.

Oh, really?

That’s not what I keep hearing from some surprisingly elderly dads. Unless father dear is incapacitated for some reason, you might just be surprised at his response – if you ask, that is.

So what ever in the world could my dad ever do with a foreign language, anyway?

“Sometimes he hardly wants to leave the house nowadays”

But Baby, It’s COLD Outside

I’ll a lot of times he says that the weather out is abysmal. You don’t to go out in it either, now do you? What’s the weather like in Acapulco, though? (One of my favoreite elderly-friendly towns) What about the sights in Spring-all-year-round Quito, another favored haunt of mine that I’ll be visiting very soon, by the way. Barcelona is nice too at this time of the year, but by August you’ll be able to “fry an egg on the sidewalk”. (Yes you can actually watch them do it on the local TV news during August)

Foreign Language Travel Abroad for Dad (or Mom)

Dad travel abroad? Sure, why not? Especially if he’s not THAT old. Certainly he’d enjoy the local environment a lot more by mastering a few phrases in the local lingo. Okay, so maybe he’ll never address congress in a foreign tongue, but then that’s really not the point, now is it?

Why not try a foreign language phrase book with an accompanying CD or cassette tapes as a truly different Father’s Day gift?

“What language”, you ask?

Well, he’s YOUR dad, isn’t he? If you have no idea ask where he’s “dreamed” of traveling to. An Irish Pub? A South American fishing trip? A French Canadian wilderness fly-in? Lolling on a beach in Puerto Rico or Martinique? Shopping for antiques in Quito? (A great place to do just that, by the way) A gentle prod in the right direction by gifting dad with a foreign language primer that will take him at least that much closer to his dream getaway might just be the thing to get some of the ole juices flowing and exercise his mind to greater mental acuity. That certainly beats just sitting in a lounge chair and watching fishing shows filmed in exotic locations every week.

Eating in a Foreign Language

How about dad’s tastes in food? How about some freshly-prepared Chinese food – in China? Or a Mediterranean Diet starting off in Barcelona? (In case you haven’t guessed, I happen to like Barcelona) Do you think” dear ole dad” would like to try a cup of deliciously mild Colombian coffee – in Bogota, tropical Cali or perhaps Cartagena? How about some great manicottipanetoni or rigatoni, but in Rome? The possibilities are almost literally endless: Roti in Trinidad, Pepper Pot in Guyana, Conch salad in the Caribbean, Fufu and soup in West Africa (you can throw in a glass of Palm wine with that too), a nice steaming bowl of Ajiaco in Colombia or a plate of Guatita in Ecuador, Kimchee in Korea, Ratatouille or Boulliabaise in France and so on, etc.

Hey, it would definitely work for me!

How Dad Can Learn ANY Foreign Language

So what’s a good way for dad to get started with a foreign language that would be interesting, fun and easy for him to sink his teeth into? There are several quick starts that might prove to be useful which include:

• An internet online language learning website
• A phrase book with CDs or cassettes
• A short course at a local community college or language institute
• A personal foreign language tutor each week once or twice weekly
• Watching a TV program or two each week in the target foreign language
• A televised foreign language TV program or videocassette series
• A combination of two, three or more of these methods

Unique, Special Father’s Day Gifts

So if you find the typical Father’s Day gifts boring, reppetitious or contrite, especially for the man who’s seen and done so much so far, consider a real change in your thinking this year and next year too. It’s a safe bet you’ll likely be surprised at your Father’s reaction to the whole concept. Try it and see.

And by the way, be sure to give your Dad my best Father’s Day wishes too while you’re at it.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker (also a Dad). He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Intercambio Gives Language Learning Opportunities

Intercambio gives language learning opportunities

By Yesenia Robles

http://www.steamboatpilot.com/news/2009/jun/17 /intercambio_gives_languagelearning_opportunities/

Craig, Colorado — A group of four diverse people shared their culture and language Tuesday night at the Boys & Girls Club of Craig during a group meeting called Intercambio.

The word, when translated, means “exchange.”

“We analyze every little thing because there are so many possibilities,” said Ray Parfrey, of Craig, when talking about translating a popular Spanish song. Tuesday was Parfrey’s third week participating at Intercambio.

Intercambio, is a weekly event organized by Integrated Community, a nonprofit organization that seeks to bridge the gap between the immigrant community with the receiving community through various services.

Intercambio is open to anyone who wishes to join in the group’s mission while learning each other’s languages and having fun. Intercambio has been around almost five years, as long as Integrated Community.

For Parfrey, it was curiosity that first led him to be interested in learning the Spanish language. For other members, it sometimes is for use at their work.
Eveline Bacon, the English as a Second Language program manager at Integrated Community, said Americans generally are interested in learning about other cultures but often don’t get the chance of interacting with members of those different cultures, even in diverse places such as Craig.

Bacon said that through Intercambio, people are given that opportunity, and although Tuesday only four people attended, she said the group sometimes is as large as 15.
“There’s always new people, a lot of people are interested, but I think everybody should come and enjoy it at least once,” Bacon said.

During the meeting, participants took turns practicing to speak in both English and Spanish while learning and discussing differences in common language compared to literal translations. The group also sometimes listens to music and translates verses.

Bacon said there are more benefits to the group than learning different languages. She said people often are given the feeling of empowerment when they see they can help other people learn another language.

Parfrey agrees with Bacon.

“Well, I’m just starting up, but like tonight, I had a lot of fun, and I do feel I get a lot out of it,” Parfrey said.

Intercambio is one way in which Integrated Community reaches out to the immigrant community.

The organization operates off of grants and often volunteers to provide formal English classes, translation services and resource referrals to help people learn where they can go for help with a variety of other services.

Yesenia Robles can be reached at 875-1790.

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Eyeing growth, Rosetta Stone speaks in foreign tongues

Eyeing growth, Rosetta Stone speaks in foreign tongues

http://www.reuters.com/article/innovationNews/idUSTRE54R6EG20090528

By S. John Tilak

BANGALORE (Reuters) - Rosetta Stone Inc (RST.N) is saying "seichou," "seungjang" and "Wachstum" -- Japanese, Korean and German for growth -- as it looks to take its language-learning software beyond U.S. shores.

The newly public company sees the three countries as its most attractive global markets, presenting an opportunity three times the size of the United States, Chief Executive Tom Adams said in an interview with Reuters.

"There's a massive international opportunity," Adams said.

Rising international travel, growing immigrant populations and globalization have spurred the need for learning new languages.

Rosetta is eyeing markets in both Asia, where there is huge demand for learning English, and Europe, where the focus is on non-English languages.
The company, which depends on the United States for 95 percent of revenue, expects international markets to drive revenue and rise to form 30 percent to 50 percent of its business five years from now, Adams said.

"When you're looking at five to ten years out, we should be at a multiple of where were are today," Adams said.

Rosetta more than doubled in size between 2006 and 2008, posting revenue of $209 million in 2008. It has grown nearly eightfold since 2004.
It has opened offices in London and Tokyo, and plans to set up shop in Germany and Korea later this year.

The company is seeking to increase its share of the market for language learning that is dominated by traditional methods and offerings such as classrooms, DVDs and tapes.

Rosetta, which provides online and CD-ROM-based instruction services in 31 languages to individuals, companies and schools, is targeting the larger pie by chasing the traditional players.

The company says it is a more effective alternative.

"If you think about how language learning happens around the world right now, people learn how to pass tests. But they can't speak. It's a fundamental problem," Adams said.

A study by City University of New York professor Roumen Vesselinov found 55 hours of Rosetta Stone was equivalent to a college semester.

The worldwide consumer market for language learning is worth $83 billion, Adams said, citing market researcher Nielsen Co.

"It's so big that all we need to do an excellent job of providing language instruction," said Adams, 37, a native of Sweden who is fluent in Swedish, French and English. He has a working knowledge of Spanish and is learning Russian on his laptop using Rosetta software.

The company drew attention last year when it ran a TV advertising campaign that featured U.S. swimming sensation Michael Phelps.

Founded as Fairfield Language Technologies, it was renamed in 2006. Rosetta Stone takes its name from an ancient Egyptian artifact that was crucial in the understanding of hieroglyphics.

Despite its prospects abroad, United States remains a key near-term driver for the company.

Rosetta is addressing the need for English language learning in U.S. schools for students whose parents don't speak English at home.
"We're very active in schools. We're in over 10,000 schools. That's a fast-growing segment."

The company is also tapping corporate clients, who make up about 20 percent of its business. They include General Motors Corp (GM.N), Thomson Reuters (TRIL.L) (TRI.TO) and Marriott International Inc (MAR.N).

Rosetta Stone, which has retail tie-ups with Amazon.com (AMZN.O), Apple (AAPL.O), Barnes & Noble (BKS.N) and Borders Group (BGP.N), is looking to bolster its U.S. retail presence and is in talks with large retailers, Adams said.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

71 % of US Workers Are Learning Another Language to Increase Their Job Marketability

Additionally, 94% Believe Bilingual or Multilingual Skills Will Make an Employment Application More Competitive

PHOENIX, AZ--(Marketwire) - During the recent economic downturn, job seekers are learning another language to make themselves more competitive against other applicants submitting for the same positions.

In a recent survey of 300 respondents, 71% of US workers have begun learning another language to give them an edge against competing applicants. Additionally, 94% of respondents believe that learning another language makes someone more marketable and can positively impact earning potential.

As companies expand and grow their international relations, bilingual and multilingual candidates are increasingly in demand by employers. According to the survey, 67% of respondents communicate regularly with someone who predominantly speaks another language in their current or most recent position. Additionally, 59% applied for jobs in the past year that required a moderate knowledge of another language.

Language learning continues to be a growing market, as evidenced by recent findings from executive recruiting firm Korn/Ferry International, which cites that 31% of executives speak two languages and 20% speak three.

(1) Success Magazine also reports that bilingual workers earn $5,000 - $7,000 more in salary a year than solely English-speaking employees.

(2) The survey was conducted by Auralog, the pioneer of integrating advanced speech recognition technology with language learning. Auralog's award-winning TELL ME MORE® language-learning solution offers an engaging, culturally-immersive learning experience.

"As the world gets flatter, companies grow more global and span numerous cultures and languages," said Christophe Pralong, Auralog's North American vice president. "Job seekers need bilingual and multilingual skills to be competitive and succeed in this new business environment."

TELL ME MORE consumer products are available online at tellmemorestore.com, and are backed by an exclusive 90-day money back guarantee. The product is also available from leading online retailers including Amazon.com, and BarnesandNoble.com.
To subscribe to an RSS feed of TELL ME MORE's announcements, please visit http://www.lewiswire.com/us/lewiswire/TELL-ME-MORE/c/554 and click on 'Subscribe to RSS'.

About TELL ME MORE® powered by Auralog

Auralog is a world leader in language learning solutions and publisher of the award-winning TELL ME MORE solution suite. Auralog incorporates over 20 years of language empowerment experience, full training support services and advanced technologies including speech recognition, video, role play and spoken language tracking into the TELL ME MORE suite of language learning software programs. With offices in the United States, France, Germany, Italy, Spain, Mexico, and China, Auralog has more than 350 employees and provides services globally to more than 10,000 organizations and over seven million learners. Users of TELL ME MORE include consumers, primary, secondary, higher and adult education institutions, home school users and businesses of all sizes. www.tellmemore.com

(1) http://jobs.aol.com/articles/2009/01/26/why-it-pays-to-be-bilingual
(2) http://www.successmagazine.com/Invest-In-Youand-Your-Earnings-Potential/PARAMS/article/326/channel/22#

Contacts:
Katie Eakins / Erin Hall
LEWIS PR for Auralog
619 677 2700

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Chinese Language Learning on Your Computer

Chineseclass101.com, the future of eLearning

Chinese language learning on your computer

Innovative Language learning Company launches the latest of its popular learning services

http://www.chineseclass101.com/

Innovative Language Learning Company announced the launch of Chineseclass101.com, an online learning system that combines audio and video Podcasts, mobile apps, digital tools and more, and turns 5000 years of Chinese language into an interactive experience on PC, iPod, mobile and social networks. Raising the bar and creating something special in Podcasting and software applications is nothing new for a company which currently has over 60 million (Nielsen reported) downloads of its different educational Podcasts and iPhone apps, and has been in several of the top ten spots in the iTunes Top 100 Downloads charts for the past 3 years.

“Chineseclass101.com is a place to have an effective and fun experience when learning Chinese as no one else can combine our range of lessons, interaction and community,” said Peter Galante, CEO of Innovative Language Learning. “Our lessons themselves are a great mix of practical guide and entertainment while all the time helping you to learn and discover more and more about China and the Chinese language.”

Chineseclass101.com taps into what is the fastest growing foreign language globally, 250 million people worldwide study Chinese, 130 million travel to the country annually with China itself due to become the most popular foreign destination globally by 2020.

"Creating content locally in Beijing is a powerful, strategic advantage of Chineseclass101.com. Beijing Chinese is the form of Mandarin Chinese the government bases standard Chinese off of,“ said David Lancashire co-founder of ChineseClass101.com. “In addition, we use voice talent from the Central Drama Academy of Beijing, the same school that produced Chinese film stars such as Gong Li and Zhang Ziyi.”

www.Chineseclass101.com is open now with free membership allowing visitors to get started on learning right away. Podcasts are also available on iTunes and are compatible with any Mp3 device.

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

The Rosetta Stone experiment

The Rosetta Stone experiment

By Braden Cundiff | IDS (Indiana Daily Student)

http://www.idsnews.com/news/story.aspx?id=68393


As a future educator and student, I decided that it is my duty to solve one of life’s biggest mysteries: Rosetta Stone. Any person who has seen a Rosetta Stone advertisement has debated the idea of learning a new language.

The motivations for learning a second language vary from Italian pickup lines at Kilroy’s Sports Bar to being able to decipher a primary source in a history class.

The commercials are convincing – they say they even have the support of NASA and the U.S. military. The Wall Street Journal endorses it as well, and with a starting price of $260, it better be a legitimate program.

The issue is whether Rosetta Stone works effectively enough to warrant the investment of so much time and money.

Well, I have taken it upon myself to try it on my own.

Yep, I fell hook, line and sinker for the made-for-TV product. I want to have a basis of Mandarin before I travel to China next spring, so I purchased Rosetta Stone and have been trying it for about two weeks.

I work 15 to 30 minutes a day and have been impressed so far.

The software works in such a way that you associate pictures and sounds with words. You start with basic words and phrases and it builds up your knowledge base slowly. It also requires you to speak into a microphone and repeat the words or phrases. The system records your voice and even plays it back to you.

It is a far cry from the dreary days of IU’s Proyecto Ancla, and it avoids the usual monotony that comes with language learning. However, I have already started to notice some issues, the first being that talking into a headset trying to speak Chinese brings a flurry of comments from the roommates. Either be prepared for the jokes they will make, or start locking yourself in a room. By the way, I have found the second choice to be the most effective.

The second obstacle is that it is not a quick process. The Rosetta Stone system is developed in such a way that it requires a person to stay active in the program for several months. This could pose a big problem when it comes to staying motivated, especially when you are trying to do additional learning outside of classes.

It’s important to remember why you are learning the language to combat motivation problems. For example, if I don’t continue to study, I might be ordering fish eyes instead of french fries.

So you can imagine my desire for learning Mandarin before next spring. That desire and the effectiveness of Rosetta Stone so far give me hope that a TV commercial’s product may just work.

At the two-week mark of the experiment, I would have to give Rosetta Stone a B+. Check in again in a month for a new report.






Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 135 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Rosetta Stone

To read my review of the Rosetta Stone Latin American Spanish language learning software program online visit: "Rosetta Stone Latin American Spanish Language Learning"
http://www.brighthub.com/education/languages/reviews/37829.aspx

A Rosetta Stone Latin American Spanish Online Language Learning Experience

Foreigners helped to speak the same language

Foreigners helped to speak the same language

http://www.swissinfo.ch/eng/front/Foreigners_helped_to_speak_the_same_language.html?siteSect=105&sid=10768489&rss=true&ty=st&ref=ti_spa

Foreigners who speak fluent German often get a nasty shock when they come to Switzerland: they find they can't make head or tail of what the Swiss are saying.

But help is at hand in the form of an innovative language learning aid produced by Fribourg University. Hapless foreigners can not only learn to understand what is going on, but can have fun doing so.

They may at first be baffled even by the name of the course: "Chunsch druus?" is a way of saying "Do you understand?" It's an expression which doesn't exist in standard German. If it did, the first word – literally "you come" – would be "kommst". No wonder foreigners tear their hair out.

Michaela Keryova, a German language student from Slovakia studying at Fribourg University has understood. Or, as the Swiss would say, she "chunnt druus". She was delighted with her success when she asked for information in Zurich and got the answer in Zurich dialect.

"I understood him and found the street I was looking for," she exclaimed.

It is just such everyday situations that the course aims to help with. The idea is to enable non-Swiss German speakers to "survive" through comprehension, without necessarily learning to speak the language themselves.

A guide to language and people


"Chunsch druus?" exploits a range of modern media possibilities to help people learn and practise Swiss German. It consists of a book in a practical travel guide format, a DVD, four CD-roms - and a licence giving access to a variety of on-line material.

"Our target public are people who know standard German and want to get around in German-speaking Switzerland," project leader Raphael Bethele, a professor at Fribourg University's Institute of Multilingualism told swissinfo.ch. These include French- and Italian-speaking Swiss as well as foreigners – especially Germans - living in Switzerland.

Real life

The examples are taken mainly from real life. They include news programmes and weather forecasts from Swiss television.

"We didn't want to use artificial material, but rather to reflect the reality of German-speaking Switzerland," explained Martin Müller, one of the co-authors.

Numbers are always a nightmare for foreigners. Müller quotes the example of a scene showing a customer wanting to pay in a restaurant. The price is "vierzehn" – in standard German clearly "fourteen". But is it 14 in Swiss German too, or is it perhaps "four ten", in other words, "four francs and ten cents"? Many a student will be grateful for the clarification.

One of the problems faced by foreigners doing battle with the language is that "Swiss German" is a misnomer. Depending on where they come from, the German-speaking Swiss do not all speak the same language. Swiss German is divided into a number of different dialects. But the course takes this into account. Students can choose between four different variants, the dialects of Bern, Basel, Zurich and St Gallen.

Painless learning

The course uses plenty of fun elements to help students master differences between Swiss German and standard German. They include virtual "pairs" cards and dialect songs by the well-known Bernese singers Mani Matter or Polo Hofer.

"This helps learners to formulate rules which they can then apply themselves," said linguist and co-author Lukas Wertenschlag, who teaches German to foreigners at the law faculty of Fribourg University.

The authors have been keen to make things as easy and as much fun as possible. "You don't have to sit at home over the computer, but can download the exercises onto an MP3 player and listen to them in the train or out jogging," says Wertenschlag.

Making friends


But comprehension is not the only goal. "'Chunsch druus' is also designed to promote intercultural understanding, by making learners feel more at home in German-speaking Switzerland," Müller explained.

Philippe Humbert, a French speaker from Fribourg, spent two years studying at Bern university. "The lectures in German weren't a problem. But in the breaks, when the students spoke dialect, it was very difficult for me," he told swissinfo.ch.

Having followed "Chunsch druus?" Humbert no longer feels left out. "I'm not embarrassed any more and it doesn't bother me to ask if there's something I don't understand."

Pleased as he is to be able to take part in ordinary conversation, some very simple words caught Humbert's special fancy. "Schätzeli" (darling) und "äuä" (a very useful word to be used in practically any situation, as a question or an exclamation), are his favourites.

As for Keryova, she admitted that she had never laughed so much in a course as she had when using "Chunsch druus".

Renat Künzi in Fribourg, swissinfo.ch (Adapted from German by Julia Slater)


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Speech and Language Problems in Children

Speech and language problems in children

By Amanda Genge, Staff Writer, myOptumHealth
http://www.kivitv.com/Global/story.asp?S=10409971

Parents delight in hearing their child's first words blossom into full conversation. Some children, though, run into problems when learning to speak. There are babies who don't babble at all, and toddlers and preschoolers who have trouble forming words. These children may have speech or language disorders.

Some of these disorders are the result of oral-motor problems. This means a child has trouble using the parts of his mouth that form words and sounds. Others may be caused by broader developmental disorders like autism. Chronic ear infections or hearing loss could also be a factor.

It's important for parents to understand that speech and language are not the same thing. Speech is how words are formed and spoken. Language is the meaningful exchange of information by expressing or understanding an idea, either through spoken or written words or gestures. A child may have trouble with one or both of these areas.

Speech and language disorders

These disorders are usually diagnosed by a speech-language pathologist (SLP) after a thorough evaluation. This specialist can also arrange sessions to work with your child to improve needed skills. Some speech and language disorders include:

• Expressive language disorder. This is marked by limited vocabulary for the child's age, errors in tense or problems with recalling words. Using the wrong names for objects or people may occur.

• Mixed receptive-expressive language disorder. These symptoms tend to overlap with expressive language disorder. Also, the child may have trouble understanding words or phrases, or may just repeat words after hearing them. Answers to questions - especially those that ask "who, what or where" or "when, why or how" - may not make sense.

• Orofacial myofunctional disorders. A child with this problem may pronounce sounds incorrectly - "s" may come out sounding like "th," for instance. The tongue moves too far forward while talking and swallowing. At other times, the tongue may stick out from between the teeth. Open-mouth posture is common.

• Speech sound disorders. These are problems with forming and articulating sounds and words. A young child who does not outgrow this speech pattern may need speech therapy.

• Stuttering. Stutterers repeat whole words or parts of words, or prolong certain sounds in a word. This can make a child's speech hard to understand. Stress may make the problem worse.

• Maturational delay. "Late bloomer" or "late talker" syndrome. Sometimes a child will be slow to start speaking, but will have no problems forming or understanding words. This occurs more often in boys than girls, and tends to run in families. Doctors and speech-language pathologists do not make this diagnosis unless they are certain that there are no other possible causes of the delay. Once the child does start to speak, he or she will typically continue to develop language skills in a normal way.

• Childhood apraxia of speech. This is a less common motor disorder in which children have trouble forming sounds and words. They know what they want to say, but the brain can't coordinate the muscles needed to say it. Very early symptoms are lack of babbling during infancy, late first words with missing sounds, limited sound range and problems combining sounds. Older children may struggle to speak in general, especially with long words and phrases. They can also usually understand much more than they can say.

If you think your child has a speech or language problem, talk to a doctor about your concerns. He or she may suggest having your child evaluated by a speech-language pathologist. Check with your health insurance provider. This service may not be covered.

If your child is under age 3, you can also contact your state's Early Intervention Program for an assessment. Studies have shown that the earlier speech or language therapy is started, the better the outcome for the child.

SOURCES:

• Simms MD. Language disorders in children: classification and clinical syndromes. Pediatric Clinics of North America. 2007;54(3):437-467.

• American Speech-Language-Hearing Association. Child speech and language.

• National Institute on Deafness and Other Communication Disorders. Apraxia of speech.


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, author and speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, “If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.