Pimsleur Rated Best Language Course to Learn a New Language Fast

Pimsleur Rated Best Language Course to Learn a New Language Fast

http://www.prweb.com/releases/pimsleur-language-course/learn-a-new-language-fast/prweb3950984.htm

Language students consistently rate the Pimsleur language courses higher than most other programs on the market by recent blog and independent studies. The ability to learn a new language fast is greatly increased when Pimsleur is included with your foreign language study. A free downloadable lesson is also available for review.

Is it possible to converse in a new language in as little as 30 days? According to most Pimsleur language course users, it is. Various independent polls and blogs rates the Pimsleur language method one of the best language course programs on the market. Pimsleur-Language recommends that those looking to learn a new language fast should consider the Pimsleur Method of language training, a language course technique that can give users the ability to communicate with native speakers of a language in as little as 30 days, or 15 hours of language lessons.

Pimsleur Language Courses - Learn a New Language Fast

Pimsleur programs provide plenty of positive reinforcement that will keep learners on track, and we found that Pimsleur gave us more proficiency and confidence in speaking the new language than any of the other language programs we reviewed."AudioFile Mag
Developed by linguistic expert Dr. Paul Pimsleur, the Pimsleur Method is an audio based language course that helps students learn a new language using the same method we all learn our first language--by listening.

Because a traditional language course relies on repetition and written work, many people who want to learn a new language fast often consider the Pimsleur method preferable to other methods.

Pimsleur courses do not require any written work. Instead, it is based on four principles that work together to help achieve faster language comprehension and memorization. A Pimsleur language course helps a student to build a Core Vocabulary using audio-based Organic Learning in order to pick up on the correct grammar and accent.

In addition, language students who use Pimsleur courses will maximize their memorization using a method known as Graduated Interval Recall, which tests students on words and phrases they have previously mastered at varying intervals. Finally, Pimsleur's Principle of Anticipation challenges students to rely on their memories of previously mastered material in order to progress in more advanced language lessons.

It's never too late to learn a new language. Language Students who begin a language course today will be in a better position to travel the world or to meet work requirements. Also don’t forget to participate at this year's American Council on the Teaching of Foreign Language Expo Event (ACTFL) in Boston, MA November 19-21 where the Pimsleur language course has been featured many times.

Smartsource products offers Pimsleur language courses for more than 40 languages and offers buyers the chance to get a free downloadable Pimsleur lesson in order to hear how simple it is to learn a new language fast using this method. Some language course offerings are Arabic, French, Spanish, Mandarin, German, Italian, Portuguese, English, Russian, Japanese, Polish, Hebrew, along with some new offerings such as Urdu, Tagalog, Romanian, and some Native American Languages such as Ojibwe, plus many more.

About Smartsource Products:
Smartsource Products (www.Pimsleur-Language.com) was started to provide people with the ability to learn a new language for fun, for business, or for personal reasons. Because people are traveling far more often than they used to, there is no time to learn a language in the classroom or with a tutor. Smartsource Products offers language course programs that are based on the way the human mind works and the way we all learned our first language, which is by hearing.

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.

Schools failing the disability test

REGULARS to Dominic Dimattina's cafe in Malvern East would never guess that its gregarious owner has grappled with comprehension and memory problems throughout his life.

For years this young man has masked his confusion with a broad smile, countering any irritation that might arise at his lack of understanding with a strong work ethic and a friendly demeanour.

Mr Dimattina's parents knew he had a learning difficulty of some kind from an early age. His mother, who had three older children, realised there was something wrong when he did not start speaking until age five. "If I was the eldest, I don't think she would have known there was a problem," he says.

His mother realised that her son had to be taught to express himself and often did not understand what he was told. But, as is often the case, this was not picked up by his teachers in early primary school.

Mr Dimattina's sociable nature helped him to get by for years, but by secondary school it was clear that he was struggling to comprehend the work and what was expected in class. He dropped out of school in year 10, aiming to become a builder's apprentice.

This was not to be. He worked for two builders but became depressed after finding himself unable to cope. "It wasn't the employers' fault," he says. "It was my fault because I couldn't handle the instructions and everything happening at once."
Mr Dimattina has found he can manage running his cafe because he can work in a logical way and the tasks are repetitive. He urges young people who feel defeated by their learning disability not to give up, but instead to find good role models. "It's OK to be you, and there is a future for you out there," he says.

Mandy Brent, the president of SPELD, a not-for-profit organisation providing support for dyslexia and other learning difficulties, attributes Mr Dimattina's success in building his own business to his tenacity and strong support and encouragement from his family. "That was a wonderful outcome," she says.

Many adolescents do not fare so well, dropping out of high school because their dyslexia or learning difficulty has not been identified. Even if it is recognised, the school is often unable to meet the students' needs for a more individualised program and for mentoring. Such students find language learning difficult, whether it is understanding and using spoken language or learning to read, write and spell.
"Language-learning difficulties occur despite the fact that the students are capable in many other areas of learning and life," says Ms Brent, a speech pathologist. "It is largely a result of the way the brain organises, sequences and stores language, and its sounds, word and sentence meanings. Some students cannot remember and understand instructions as well as others. Some students do not know the meaning of as many words as others and struggle to put their ideas on paper."

The full text of this article is available online at:

http://www.theage.com.au/national/education/schools-failing-the-disability-test-20100430-tyur.html?rand=1272609678713

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.

How to Play Chicken with Waves that Can Kill You

How to Play Chicken with Pacific Ocean Waves that Can Kill You
Monday Jurubida, Choco

Playing Chicken with Pacific Ocean Waves

For awhile I watched from the beach as Doris played “chicken” with the waves. When there was a lull in the heavy waves, I slipped out of my cap, shoes and T-shirt to slide into the water myself. It was surprising how warm the water was. I have taken many baths in water that was a lot cooler than this and I don’t take cold water baths by a long shot.

“The water is really warm”, I said to Doris.

“Yeah, isn’t it great?”

I couldn’t believe how warm two sunny days had made the surf.

Heavier Pacific Ocean Waves Begin Rolling in

Higher, heavier waves now began to roll in. We played chicken with them, running to the water’s edge when the waves crested more than about six feet in height.

“Don’t go out too far”, my wife warned.

The undertow from the breaking waves told of an outgoing tide. With higher waves, it could easily carry a person out past the breaking point with potentially disastrous results.

A Nealy Fatal Case in Point

Minutes later, barely 20 feet from the waters edge, we turned to see a towering wave of turgid water bearing down on us. In unison, we bolted for the shallows with Doris a couple of steps ahead of me. I high-stepped like a football tight end through a sea of opposing team tacklers to get speed through the waist-deep swell. It was a race to beat the slam of that monstrous wave and its terrible undertow.

I lost.

A Mack truck slammed into my body from behind to send me tumbling helter-skelter in the bubbling brown sea soup. Emerging from the froth to the sounds of Doris’ laughter, I struggled to get upright. But before I could regain my feet, the dreaded undertow began dragging me seaward like a limp rag doll. Doris splashed over grabbing my arm to try to prevent me being swept out further. The undertow started taking both of us. Fighting to break free, we pushed against the receding sands finally getting a foot hold. The sea lost this battle. We dried off deciding to take another dip the next day in calmer waters. Still, it was amazing how warm the Pacific Ocean was with two consecutive sunny days to warm Jurubida’s Bay.

I hope it’s still that warm tomorrow. Unfortunately, the unpredictable sea had yet another surprise waiting for us all the next day. And this time it was much more serious than we could have imagined.

Which Foreign Language Should Your Child Learn?

Children NOT Encouraged to Acquire a Foreign Language

While nearly a third of UK parents do not actively encourage their children to acquire a second or foreign language according to a study by the National Centre for Languages (CILT), foreign language learning should be encouraged and developed to a much higher degree in schools worldwide. True, many parents, both in the UK and the USA, may harbour their own personal prejudices on foreign language learning, this should not be allowed to alternatively shape the growth, development and education of their children. Globally aware parents really need to consider the long term view of what their children may well face in the coming decades.

Think about this: How many of you could have predicted doing the job you have right now as recently as ten years ago? Look around your house. How many possessions, digital, electronic or otherwise, could you have named when you were in school? How has your occupation, livelihood and daily life been impacted by changes on an everyday basis which you couldn’t even have dreamed of as a youth, young adult or even just a few short years ago? As a youth, I swore I’d never be a teacher. Now I’m a university level English as a foreign language professor. Go figure.

Which Foreign Language Should Your Child Learn?

But just which foreign language should your child learn? The question is much more complex than you might initially imagine. Just because you bombed French in junior high school doesn’t mean that the only “French” your child should learn is “French fries”. By the way, that’s not even French, either. If “caramba” or “Ole” are your only Spanish, that shouldn’t be the root cause of your child not becoming fluent in Castellano. Unfortunately, all too often this is the case. Your parents, grandparents and perhaps even you may not have had the opportunity for exposure to Chinese in one of its multiple dialects, but don’t automatically as a matter of course, rule it out for your charges. The world has changed and continues to morph at what may well be an alarming rate for many teachers, parents and even children themselves. Acquisition of a foreign language can be one way of allowing our children and ourselves to cope with the almost constant barrage of new cultures, foods, music, fashion, technology and ideas which pour down on us like the rain of a hurricane gone wild.

What’s a foreign language teacher or concerned parent to do?

The ethnic makeup of cities, neighborhoods and in some cases, entire countries is shifting in ways we could never have accurately predicted. The local news stand might now stock newspapers and magazines in foreign tongues. From French and Spanish to Arabic and Punjabi, the media is changing to reflect the altering makeup of our communities. Are you?

Stroll through your local supermarket. Notice anything new on the shelves of late? I certainly do. Even the meat counter now sports “cuts” of beef like cow’s eyes and lungs, pork, lamb and chicken parts like chicken feet among others, that were noticeably absent just a short time ago. The same follows with fruits and vegetables on offer. Plantain, yucca, a widening variety of hot and mild peppers, jicama, mamey, and a host of other “imported” offerings now routinely grace shelves once reserved only for more “traditional” fare.

Foreign Languages Come in Families

So as far as foreign language learning is concerned, what should you be considering for your child or children? Well, look at how the ethnic makeup of your area is changing, then consider what foreign languages might be useful to know in the short and long term. Remember, if you can speak one language fluently, there’s absolutely no reason why you (or your child) can’t learn two or three or more foreign languages. Yes, some foreign languages a re more difficult to learn than others, depending on what your first language is, but that’s not to say a foreign language outside the linguistic family of your first language (L1) can’t be learned. It’ll just take a bit more time and effort to do so. There are approximately 6712 languages spoken worldwide at present. Many are disappearing, but many others are not. Consider well and choose wisely, grasshopper. Your child’s depending on you.


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.

9 Ways to Use Recipes for Foreign Language Learning

Ways to Use Recipes for Foreign Language Learning

“What to do?” “What to do?”

English as a foreign language and foreign language teachers are often in a quandary for simple but effective class room activities. You and your foreign language learners have to eat don’t you? Well, to help get you started, briefly here are some useful ways to use recipes for foreign language learning you might want to consider and a brief look at each:

• Making a recipe preparation video

If there was ever a great way to incorporate multiple intelligences and application of multi-media into foreign language learning, then this is it. You guide your foreign language learners in preparing a short step-by-step video of preparing a simple recipe.

• Creating a recipe poster with images

For a much more low-tech approach, why not consider having your foreign language learners make a poster showing how a simple recipe is prepared. They can include pictures of the preparation process and the finished recipe too.

• Narrating a recipe preparation

This is yet another particularly simple-to-apply method for using recipes for foreign language learning. Foreign language learners just narrate the process into a microphone, recording the recipe preparation process as a sound file into a cassette recorder, PC or laptop computer.

• Writing out a new recipe in different ways

The foreign language teacher can dictate a simple recipe for the foreign language learners to write down. The finished, corrected version can then be posted in the class room or online. Dictation addresses the foreign language learners’ writing ability as well as their listening comprehension skills.

• Shooting digital images of a recipe in preparation

To get a good series of images for preparing a recipe, foreign language learners absolutely must understand the preparation steps and how ingredients are combined. Photographing the recipe preparation process will help organize the steps and process in their minds as well as provide them with picture image “manipulatives” or realia they can physically handle or manipulate during the organization process.

• Focusing on the use of a particular ingredient in the preparation of different recipes

Take a commonly used ingredient like onions or tomatoes and ask your foreign language learners about other recipes which use that particular ingredient. Can you make juice, pastries or desserts with it? How about soup or salad?

• Preparation of simple, basic recipes in class

Foreign language learners just love this one. You have them select and prepare a very simple, basic recipe in class while explaining the process aloud. The recipe need not be anything fancy or special – just edible.

• Having English language learners bring prepared dishes to class and explain their ingredients and preparation

This is yet another variation on simple recipe preparation. Foreign language learners being basic ingredients to class, then prepare their offering for all to sample. A peanut butter and jelly sandwich, hot dogs or a cookie sandwich hors d’oeuvres will do the trick nicely.

• Posting videos, narrations and written recipes online

Another concept which might be considered or included is to post the foreign language learners’ recipes online. It could be on the school blog, in the school newspaper or as an article posting online at any of the hundreds of free article banks online. You choose, but choose wisely, grasshopper.

Ways to Use Recipes for Foreign Language Learning

So there you have it, nine ways to use recipes and their ingredients for English as a foreign language or other foreign language learning. Why not choose one or two and put them to the best use in your foreign language learning class room soon?


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.

What does it Really Take to Learn a Foreign Language?

How Long Does it Take to Learn a Foreign Language?

“So, how long does it take to learn a foreign language?”

If I hear that question one more time I’ll just scream. Okay, so maybe I won’t scream, but I’ll give an answer similar to the one I’ve already seemingly given a thousand times or more. Only now, my stock answer is getting a lot shorter and more concise.

“How long it will take you to learn Spanish, French, Japanese, Italian, German, Chinese or whatever other foreign language you’re attempting to dabble in actually depends on you.”

“The more you immerse yourself in it, the faster and more easily you will become fluent.”

That’s pretty much it in a nutshell.

Foreign Language Learning Immersion

As a veteran of several decades in foreign language learning of French, Kpelle, Twi (Akan), and Spanish to mention a smattering of tongues I’ve broached, I’m thoroughly convinced that the only sure way of quickly and successfully acquiring a foreign language is to immerse yourself completely and totally in the language and culture for as long a period – or series of periods if need be - as you possibly can.

Learn to Speak Spanish

Say or think whatever you like, but if you want to learn to speak Spanish, for example, spending six weeks of summer vacation in a non-tourist town or area of Mexico or other Spanish-speaking country, will allow you to speak far more Spanish than a full year or even more “studying” Spanish in a school.

Why?

It’s because you’ll have to function completely in the foreign language all day everyday, day in and day out. Everything you do will be foreign language vocabulary acquisition-based. From “Where’s the soap?” for your morning shower, to “What’s for breakfast?” and “Where’s the bus to Cuautla?”or “I’m hungry. Where’s a good, cheap restaurant?” – throughout the entire day, will be in Spanish.
You’ll ask a thousand questions with authentic language responses from one word answers to “full diatribes of innocuos discourse”. You’ll have to mentally process it all, extracting the needed information, wholly or in part, from each interaction.

Everyone will be your foreign language teacher

Everyone will be your foreign language teacher from the schoolgirl waiting for the bus on the corner to the little old ladies strolling out of the “tienda” with their woven baskets of ingredients for the day’s lunch. A grease-smeared car mechanic you pass by while walking down the block, a policeman, a vendor at the newspaper kiosk, a watchman taking a break in the shade of a home’s porch. They will all teach you Spanish. It might be one word, an expression, a gesture or the sight of a new food. “What’s that?”, “Where is this?” and “Can you tell me ...” will become your calling cards. All in the foreign language that you’re learning, of course.

“Open your books please to page 86, exercise 2.”

“Be sure to study your list of verb conjugations from today’s vocabulary practice.”

“Review the false cognates from the reading in your textbooks.”

How would you rather acquire your foreign language communications skills? By learning and practicing what you need to know and learn on-the-spot, or from a list of lexical items?

Continuing in the next post we'll have more on what it really takes to learn a foreign language. See you then.


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.

CorrectMyText.com Brings Schliemann's Language Learning Method Online

The new collaborative service will help people learn foreign languages using the method invented by German archeologist Heinrich Schliemann.

CORRECTMYTEXT.COM – native speakers will check your text in a foreign language

MOSCOW, Russia - Larnite Ltd today announces the launch of version 1.1 of CorrectMyText.com, a new collaborative service for language learners with the elements of social networking. Once registered, the user can submit a text and get it corrected for free by someone who speaks the desired language fluently. Besides, members can request a recorded version of the corrected text to practice pronunciation.

CorrectMyText.com is the effort of Dmitry Lopatin, a young scientist and entrepreneur from Russia. As a child, he read a book about the famous 19th century German archeologist Heinrich Schliemann who is famous for finding the gold of Troy and inventing his own method of learning foreign languages. To master a new language, Schliemann would read a book written in a foreign language, comparing the text sentence by sentence with the translation in his mother tongue. Then he would write texts in a foreign language and pay to foreigners to get them corrected, sometimes spending all his money. Within two years, Schliemann taught himself 15 languages, including English, French, Spanish, Dutch, Italian and Portuguese.

Inspired by the personality of the scientist and his learning method, Dmitry Lopatin created CorrectMyText.com in April 2009.

To get started, the user needs to register an account on CorrectMyText, which is quick and free. Facebook users can use the site without any registration. The "Facebook Connect" button on top of the homepage enables the user to connect CorrectMyText.com with Facebook in a click. After the registration, the user can submit any kind of text: an essay, resume, letter, or a blog-post and a native speaker or someone who speaks the desired language fluently will proofread the text for grammar and style mistakes. Correcting mistakes for native speakers is easy, so many of them are happy to help with proofreading. Before submitting the text, the user can specify the level of language competence required from the proofreader, the number of checks to be made and request a recorded version of the corrected text. At any time, members can contact each other and discuss language-specific topics using the built-in mailing system. Also, users can comment on texts or corrections, discuss the content, or grammar rules.

CorrectMyText.com offers many unique benefits.

- There are thousands of native speakers who can correct the text at no cost and will do it much better than a teacher or private tutor who cannot speak the language as perfectly as the native speaker.

- The service can help bloggers or webmasters to brush up the content of a blog or website if the personal language competence leaves much to be desired.

- The user can find many new friends from around the world and share valuable cultural knowledge, which is impossible when one attends language courses, or has lessons with a private tutor.

- The user can submit a text on any topic: love, relationships, philosophy, world issues, or a text that contains slang, which one would find embarrassing to show to the teacher or private tutor.

Currently, the CorrectMyText community consists of over 1,500 registered members learning one of the ten most commonly used languages, including English, German, French, Spanish, Portuguese and Italian.

The site also supports texts in non-Latin languages, which makes it attractive to learners who want to study Chinese, Japanese, Korean, or Russian and want to find a language partner to get advice and assistance in proofreading. For the convenience of the users, the interface is localized to 10 above mentioned languages. In the nearest future, the author plans to localize the site up to 100 languages, including Latin and Esperanto.

CorrectMyText.com is a good complimentary service for people who are serious about learning a foreign language and want to get assistance from people around the world.

Visit www.correctmytext.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 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.

U.S. Marines to put foreign language learning to use

Marines to put foreign language learning to use

By: Julie Fertig

http://news14.com/content/local_news/coastal/613252/marines-to-put-foreign-language-learning-to-use/

CAMP LEJEUNE – Some Camp Lejeune Marines are learning to master foreign languages that they could eventually use in Afghanistan and other places overseas.
The pilot program enables U.S. Marine Corps Special Operators to double as translators.

17 Marines are enrolled in the program. They're learning to speak one of five languages fluently, including Urdu (Pakistan), Poshtu (Pakistan), Dari (Afghanistan), French and Indonesian.

Linguistics program manager Todd Amis said Marine Special Operators will no longer have to rely on a third-party to communicate while deployed.

"I'm not saying that when you utilize a translator that things get out of place, but unfortunately it is better that we are the person being represented and our goals and ideas are being accomplished," Amis said.

Marines are selected for the program by performing well on a language efficiency test.


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.

Unraveling how children become bilingual so easily

By LAURAN NEERGAARD (AP) WASHINGTON

http://www.google.com/hostednews/ap/article/ALeqM5j5-F8j-yYdLNUrlLhObAy0vbd4SgD99IBQS00



The best time to learn a foreign language:

Between birth and age 7.

Missed that window?

New research is showing just how children's brains can become bilingual so easily, findings that scientists hope eventually could help the rest of us learn a new language a bit easier.

"We think the magic that kids apply to this learning situation, some of the principles, can be imported into learning programs for adults," says Dr. Patricia Kuhl of the University of Washington, who is part of an international team now trying to turn those lessons into more teachable technology.

Each language uses a unique set of sounds. Scientists now know babies are born with the ability to distinguish all of them, but that ability starts weakening even before they start talking, by the first birthday.

Kuhl offers an example: Japanese doesn't distinguish between the "L" and "R" sounds of English — "rake" and "lake" would sound the same. Her team proved that a 7-month-old in Tokyo and a 7-month-old in Seattle respond equally well to those different sounds. But by 11 months, the Japanese infant had lost a lot of that ability.

Time out — how do you test a baby? By tracking eye gaze. Make a fun toy appear on one side or the other whenever there's a particular sound. The baby quickly learns to look on that side whenever he or she hears a brand-new but similar sound. Noninvasive brain scans document how the brain is processing and imprinting language.
Mastering your dominant language gets in the way of learning a second, less familiar one, Kuhl's research suggests. The brain tunes out sounds that don't fit.
"You're building a brain architecture that's a perfect fit for Japanese or English or French," whatever is native, Kuhl explains — or, if you're a lucky baby, a brain with two sets of neural circuits dedicated to two languages.

It's remarkable that babies being raised bilingual — by simply speaking to them in two languages — can learn both in the time it takes most babies to learn one. On average, monolingual and bilingual babies start talking around age 1 and can say about 50 words by 18 months.

Italian researchers wondered why there wasn't a delay, and reported this month in the journal Science that being bilingual seems to make the brain more flexible.
The researchers tested 44 12-month-olds to see how they recognized three-syllable patterns — nonsense words, just to test sound learning. Sure enough, gaze-tracking showed the bilingual babies learned two kinds of patterns at the same time — like lo-ba-lo or lo-lo-ba — while the one-language babies learned only one, concluded Agnes Melinda Kovacs of Italy's International School for Advanced Studies.
While new language learning is easiest by age 7, the ability markedly declines after puberty.

"We're seeing the brain as more plastic and ready to create new circuits before than after puberty," Kuhl says. As an adult, "it's a totally different process. You won't learn it in the same way. You won't become (as good as) a native speaker."

Yet a soon-to-be-released survey from the Center for Applied Linguistics, a nonprofit organization that researches language issues, shows U.S. elementary schools cut back on foreign language instruction over the last decade. About a quarter of public elementary schools were teaching foreign languages in 1997, but just 15 percent last year, say preliminary results posted on the center's Web site.
What might help people who missed their childhood window? Baby brains need personal interaction to soak in a new language — TV or CDs alone don't work. So researchers are improving the technology that adults tend to use for language learning, to make it more social and possibly tap brain circuitry that tots would use.

Recall that Japanese "L" and "R" difficulty? Kuhl and scientists at Tokyo Denki University and the University of Minnesota helped develop a computer language program that pictures people speaking in "motherese," the slow exaggeration of sounds that parents use with babies.

Japanese college students who'd had little exposure to spoken English underwent 12 sessions listening to exaggerated "Ls" and "Rs" while watching the computerized instructor's face pronounce English words. Brain scans — a hair dryer-looking device called MEG, for magnetoencephalography — that measure millisecond-by-millisecond activity showed the students could better distinguish between those alien English sounds. And they pronounced them better, too, the team reported in the journal NeuroImage.

"It's our very first, preliminary crude attempt but the gains were phenomenal," says Kuhl.

But she'd rather see parents follow biology and expose youngsters early. If you speak a second language, speak it at home. Or find a play group or caregiver where your child can hear another language regularly.

"You'll be surprised," Kuhl says. "They do seem to pick it up like sponges."

EDITOR's NOTE _ Lauran Neergaard covers health and medical issues for The Associated Press in Washington. Copyright © 2009 The Associated Press. All rights reserved.

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.

20 English Language Learning Tools for EFL Students

No matter what age you are, learning English can be fun and best of all free. The Internet is loaded with web apps, social networks, activities, and interactive lessons designed specifically for EFL students. Here is a list of 20 tools every student can use:


VerbaLearn - VerbaLearn is a free vocabulary builder with tools that can help you study, track progress, and save time. This site is flush with vocabulary tools such as audio files, video flashcards, puzzles, and review.


Italki - This site features a free online social community that's great for EFL students. Italki offers language partners, multimedia chat, open source file sharing, knowledge wikis, and more.


Popling - Popling is a free web app designed for language learners who lack motivation. The app makes flashcards pop up on your computer throughout the day while you are working or surfing the net. The interval for the flashcards can be customized so you can see as many or as few flashcards as you'd like.


ESL Galaxy - The ESL Galaxy offers over 2,368 printable worksheets that can be used in lesson plans or as activities by students. The worksheets cover grammar, vocabulary, pronunciation, and more.


ESL Podcast - This podcast site features free podcasts for EFL students. Episodes provide conversations and discussions presented at a slower speed for greater understanding and comprehension.


WorldLingo - WorldLingo provides several online translators for translating your home language into English. The site can be used to translate text, documents, websites, and emails.


Dave's ESL Cafe - Dave's ESL Cafe offers free tools to improve English language skills, including a hint-of-the-day, idioms, phrasal verbs, pronunciation power, quizzes, slang, and student forums.


A4ESL.org - The A4ESL.org provides many different online activities and tools for EFL students, including bilingual quizzes, grammar quizzes, vocabulary quizzes, and crossword puzzles.


Cramberry - Cramberry is a free online flashcard site that provides you with the tools needed to create and study flashcards over the web. The site also records your progress to show cards you're having trouble with so that you can study more effectively.


1-Language.com - 1-Language.com provides services and resources to learn English and other languages. This language site features English courses, flash games, grammar quizzes, essay writing, and a reading library.


Using English - Using English offers a large library of tools and resources for English learners, including a grammar glossary of verbs and idioms, forums, articles, and printables.


Word2Word - This large collection of language resources provides dictionaries, translators, courses, videos, audio, forums, and social communities for EFL students.


Radio Lingua Network - For ESL students on the move, Radio Lingua provides free podcasts created by an experienced teacher or a native speaker.


MyLanguageExchange - With over 1 million members, MyLanguageExchange offers plenty of language partners to improve your English skills. Students can also practice online with free lessons, chat rooms, and other resources.


Babbel - Babbel offers a fun, easy way to learn English. The site uses effective learning elements such as pictures, video, sound, and interactive elements for quick success.


FreeTranslation.com - This popular translation site offers free translators for text documents and websites. FreeTranslation.com is a great way for EFL students to understand and translate words.


Parapal Online - Parapal Online offers free English exercises for improving writing, listening, reading, vocabulary, and grammar.


Nonstop English - With new tests added weekly, Nonstop English is the perfect way to practice your grammar and vocabulary skills. Students can take free interactive tests online or get them emailed.


EnglishMediaLab - The EnglishMediaLab offers free online lessons and videos for beginner to advanced EFL students. This informational site also provides survival English, grammar exercises, vocabulary, and pronunciation activities.


ESL-Kids.com - This site, designed for younger EFL students, features flashcards, worksheets, and activities. ESL-Kids.com also offers creative songs and games to engage younger students.


Guest post from Karen Schweitzer, the About.com Guide to Business School. Karen also writes about online courses for OnlineCourses.org.


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.

Michael Jackson's Lesson for You

by Steve Harrison


Where were you when you got the news about
Michael Jackson's passing?

Me?

I was listening to the radio while driving through
rural Pennsylvania on Route 22 to Shartlesville.

I was on my way to a friend's farm for a relaxing
three-day weekend with Laura and the kids.

It's strange, isn't it, that we never forget where
we were when we first heard shocking news. People
will often ask "Where were you when JFK was shot?" Or "Where
were you when the planes hit?"

Death has a way of slapping us across the face and
waking us up in a way we never forget.

When you hear the name "Michael Jackson," you probably
have two different thoughts: "Incredible performer"
and "Very strange person."

For better or worse, that is the legacy he left.

Personally, I tend to dwell more on the legacy of
memorable songs, videos, and dance numbers that he
left behind. Those are the things I continue to enjoy.

I really wish I'd had the chance to see him perform
live when he was at his peak.

How about you? What kind of legacy are you leaving?

Lately, I've been asking myself that question more and
more.

I was thinking about all the things I've failed to do
as a father. But then on Father's Day, my 16-year-old
son gave me a truly priceless gift: a three-page letter
expressing his love and gratitude for me.

Things I thought I'd failed to teach him he'd somehow
learned by observation.

But I still have a big list of unfinished business
personally and professionally that I'm starting to
tend to.

The Jackson story reminds me that the legacy we leave
is a combination of both what we do and how we live our
lives.

Everybody's talking about Jackson, Farrah, Ed McMahon
and Billy Mays.

But very few people are thinking seriously about the
legacy they will leave.

And even fewer are writing down goals and taking
deliberate actions to achieve that end.

As a musician, Michael Jackson was surprisingly
deliberate and proactive.

I learned the other day that while he was a member of
the Jackson 5 he told several close friends that he
wanted to break out on his own and become the biggest
entertainer of all time.

Some will call that ego. But I prefer to think of it
as simply an honest assessment of the gifts he'd been
given and a compelling vision for his life and what he
might be able to do with those gifts.

So he decided to anger his brothers and leave the
Jackson 5. He began working with Quincy Jones. And of
course the result was "Thriller," the biggest-selling
album of all time!

As a singer, dancer, and songwriter, Jackson gave us
all an incredible gift worthy of the endless replays
that have been taking place on television and radio.

But here's my question: "What if he had never decided
to pursue his dream? What if he had never left the
Jackson 5?"

What if he had listened to his family, friends, and
even all the well-intentioned logical voices that said,
"Don't be so risky. Don't be so selfish. Who are you
to think you can be phenomenally successful on your
own?"

What kind of legacy would he have left then?

We'd probably barely remember him.

More importantly, what kind of legacy will you leave if
you don't take action to make your dreams come true?

As we hear about Farrah, Ed McMahon, Billy Mays, and
even those closer to us who have passed away recently,
we're reminded that life is short.

Oliver Wendall Holmes said, "Most people go to their
graves with their music still inside them."

What is the thing you know deep down you should do, but
you've been too busy, lazy or scared to do?

Whatever it is, get started today.

It might be writing a new book, taking a trip, or doing
some kind of community service. It might be mentoring
someone, launching a new business, or healing a broken
relationship.

Whatever it is, get started today.

It's painfully obvious that tomorrow may be too late.


All the Best,

Steve Harrison
Radio-TV Interview Report (RTIR)
& Million Dollar Author Club
Bradley Communications Corp.
390 Reed Road, First Floor
PO Box 360
Broomall PA 19008
484-477-4235 (Cust Svc Voice Mail)

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.

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.

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.

Learning Arabic

One language, many reasons

http://www.philly.com/philly/news/local/20090524_One_language__many_reasons.html

Pennsylvania teens plan to use their Arabic lessons in different ways.


By Dana Massing
Associated Press

ERIE - Erin Dakas wants to travel.

Niven Sabherwal wants to be a doctor.

Asha Thomas wants to communicate with friends.

Andrea Carneval doesn't want to be an ignorant American.

Different reasons for studying the same language.

The four are part of a group of high school students meeting one day a week after classes at the Al-Makarim Islamic Foundation in Erie. Its director, Sheikh Mazin Al-Sahlani, is teaching them Arabic.

"Language is so important," said Sahlani, who speaks Polish in addition to English and Arabic. "You feel rich when you have another language."

He began a session with his students' reciting the 28 Arabic letters.
Sahlani taught the teens words such as notebook, fire, light, home, and date - the kind you eat, not one you go on.

He showed them good night written in Arabic and then wrote taba masauka to show how the words might appear in English.

Yes is na-aam, Sahlani said. No is la.

"You have a question?" he asked Thomas.

"No. La," she replied.

Numbers, colors (see video below), body parts, and dialogue that would be helpful at an airport would follow in future classes.

Most of the students have studied Spanish or Mandarin and think Arabic is the hardest of the three. But Dakas said it was easier than German.
A senior, Dakas, 18, would love to travel to other countries. When she does, she wants to be able to meet people in their own languages.

Sabherwal, 17, a junior, knows that as a doctor, she could be treating patients from all over the world. She wants to understand them.

Thomas, 17, another senior, shared a room at a conference with a girl from Palestine. Thomas' friend calls her in English. She'd like to answer in Arabic.
Carneval, 18, a senior who has studied Spanish since elementary school, knows that students around the world are learning English. She thinks it's important for Americans to learn other languages, too.

"I don't want to be an oblivious American," she said.

Dakas, Thomas, and two of Sahlani's other pupils sparked the afternoon classes.
Senior Katie Morton, 17, said the girls had attended a women's conference in Boston with participants from around the world.

"We met a lot of people who spoke Arabic," Morton said.

When the students returned to Erie, a teacher heard them talking about wanting to learn Arabic. He gave them Sahlani's contact information.
The class usually numbers nine sophomores through seniors and includes boys.
Sophomore Brandon Lipchik, 15, and junior Mark Zahar, 16, said that learning was important, and that Arabic could help them be well-rounded.

Learning the language isn't the classes' only challenge. "It's kind of like stepping out of your comfort zone," Morton said.

Most of the students are Christian; one is Sikh. All remove their shoes when they enter the Islamic Foundation. Sahlani, who calls his students "brother" and "sister," doesn't preach about Islam but does mention its holy book, the Quran, written in Arabic.

He told the students that when their lessons with him were over, he wanted to introduce them to girls from his community so they could talk in Arabic.

"That would be so fun," said senior Julie Hawthorne, 17.






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.

Humorous Video: Why Learn a Foreign Language?

Enjoy this humorous video with your EFL learners, too.




Hope you enjoyed the video!


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.

Teaching Speaking

written by Dr Kalyani Samantray
k25samantray@yahoo.co.in
Reader in English, S B W College, Cuttack Orissa, India

Yemen Times http://yementimes.com/article.shtml?i=1260&p=education&a=1

Among people in general, there is a stupendous amount of interest to be able to speak in English, and to speak well. It is chiefly this interest which leads parents to send their children to ‘English medium’ schools for education. Parents are most satisfied if their children could communicate in English orally. Proficiency in other language skills, such as reading and writing, does not seem to be so much their concern. Among the student population, there is a clear line of social distinction distinguishing the group which cannot speak effective English as lower in status and the group which can. Though the first group is very large, the students of this group lack self-respect, and though quite intelligent, they despise themselves and look up to the English speaking student community as their role model.

In a climate so clement for being able to speak well in English, where the motivation for learning this skill is the learner’s and parents’, why has not the curriculum delivered the goods? After years of learning English in school and college our learners are miserable failures when it comes to express a few simple facts in English orally.

One most obvious reason behind this is that speaking skill has never been included to be taught in the curriculum of state schools and colleges. The framers of the syllabus are always under a notion that if learners could read and write in English, somehow they would manage to speak in the language. There are also many other facts behind failure in oral communication.

A comparison of skills-development in mother tongue (MT) and the skills-development framework in the English curriculum in our schools and colleges would demonstrate to some extent the major reasons behind our learners’ ineffectual oral skills.

From the time a baby is born, she remains in an MT ‘immersion situation’. MT surrounds her all her waking hours. Two important factors accompany this situation:

a) There is no demand on the child to produce the language, and

b) There is no ‘grading’ of the language produced by people in the presence of the child.

The child gets to hear the MT in its natural, unalloyed form. The elder siblings and adults use the normal conversational variety of the MT that they usually use without simplification, and without grading (from the so called simple to difficult as happens in the English as a foreign language teaching curriculum). The child incubates in this kind of natural language situation for about nine to ten months before she is ready for her first meaningful utterances. One can well imagine the quantity and the quality of listening that has happened to the child before she starts to speak. After about three years of speaking, the child is initiated into reading the orthography in MT, and a little later into writing.

A clear picture of the natural order in skills-development emerges from the above description: a child to be able to learn a language well listens to the language first for a considerable period of time; then speaks in the language only when she is ready. After that come reading and writing in that order. This is the Natural Order of language learning because this happens naturally to every child learning her MT which may be any language of the world.

What happens in a second language, i.e. English, learning situation? Most children learn English at school. Before that, whatever English they might have learnt is only at the level of some words, and only those words which have been accepted into the MT, e.g., table, pen, torch and so on. The first skill that they start learning at school is writing; writing the letters of the alphabet. Then comes reading. All through, the focus in our school and college curriculum remains fixed on these two skills. Listening and speaking skills constitute just the incidental and peripheral aspects in learning English.

In learning the language, the Natural Order of skills-development gets exactly reversed. The learner starts with the most complex skill of writing. Reading happens after that. If any ‘speaking’ happens at this stage, then that is in the form of repeating words after the teacher. Learners then learn to give set answers to set questions and read a text aloud. Even though many would like to believe that these are learning to speak English, these are by no means ‘speaking’ in a language. Speaking is natural unedited conversation. There is never any provision in our curriculum for such speaking skills as would help our learners to confront real life situations such as a job interview or an interpersonal communication.

Let us examine how the little that is done in developing the speaking skill is handled in the curriculum. The aspects that mark an effective speaker are her fluency and accuracy. In the Natural Order of skills-development in a language, fluency in speaking is primary and accuracy comes much later. No parent would rebuke a child for incorrect production in the MT. That she is at all uttering a few words or fragmented utterances in whatever manner is a matter of delight for everyone. For example, an Oriya child says:



paata kaai



Paraphrased into proper syntax and phonology of Oriya, the utterance would take the following shape:

bhaata khaaibi (I want to have rice.)



But nobody minds the errors in production let alone ever think of correction. After several stages of interlanguage and self-correction, the child arrives at the proper grammar of the language. In this effort, she is entirely supported by the language situation and parental encouragement. The natural course is thus through fluency to accuracy.

On the other hand, teaching the speaking skill in English is fraught with correction and discouragement right from the early stages of learning English. A child is forced to ‘speak’, read aloud and answer questions, before any listening in proper measure in English has happened. Moreover, the child is forced by the teacher to speak correctly. There is an absolute intolerance of the so-called learner errors in speech. The curriculum does not permit for a learner’s stages in interlanguage. A teacher never cares for a child who speaks at all in English. A teacher’s concern seems to be to see that if a child says something in English, his primary job is to find and correct mistakes, and see to it that the child always speaks in complete sentences. Such untimely and unwarranted attention on accuracy at the early stage has boomerang effects on fluency. It is like putting the cart before the horse. The child achieves neither accuracy nor fluency in the long run.

Does this situation pertain to real life? Slips, errors backtracking and editing are prominent even in adult natural conversation as much as fragmented utterances. Listeners make ample allowances for all these and much more even when listening to speakers speaking in their MT. Teachers of English, on the contrary, are intolerant and impatient of even minor digressions by the learners from the formal speech patterns. As a consequence, learners choose not to speak in English.

No skill ever develops without adequate practice; and mistakes form an integral part of skill-development. No one, for example, has learnt cycling by reading a book on how to ride a bicycle. One has to ride a bicycle (that is practice) and fall down (that is making mistakes) several times in order to get the skill of cycling. This is true for getting any skill: practice and errors leading to skills-acquisition.

The scope of this article is too limited to permit a detailed description of the subtler aspects of what should comprise in a syllabus in its ‘speaking’ component and how teaching and testing should be handled in an English classroom in an incremental manner. This article only attempts to put forth the major problems that beset teaching speaking. How to overcome these problems and many others in a curriculum is a larger issue for further discussion.


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.