Linguistics in the News- Why Learn Another Language?

The reasons are numerous and backed by scads of research. The American Council on the Teaching of Foreign Languages highlights several of these reasons and studies.  In summary, students of foreign or additional languages perform better in school, have increased cognitive abilities, and develop positive attitudes towards others.

There has long been a senseless debate in the Unites States about bilingual versus English-only policies*. From a linguistic, educational, and developmental standpoint, monolingualism only shortchanges students.

The public media seem to be recognizing this fact.

Last month, the New York Times published an article about The Benefits of Bilingualism. The article details the cognitive advantages of speaking another language listing improved problem-solving skills,  increased ability to manage multiple tasks, heightened spatial awareness, and delayed onset of dementia.

Today, http://arstechnica.com/ published an article about how Thinking in foreign language makes decisions more rational. The article explains how several studies demonstrate that when choices were presented in a foreign language, participants were less likely to let irrational emotions interfere. Those observed ended up deliberating more with an outcome of overall better decisions.  To sum, "The researchers believe a second language provides a useful cognitive distance from automatic processes, promoting analytical thought and reducing unthinking, emotional reaction."

The data assures it: go ahead and start learning today.

                                                                View larger image here

*I'd like to note that English-only policies outside of the educational context a) violate Title VI of the Civil Rights Act of 1964 (according to the Supreme Court, language-based discrimination equates with national origin discrimination) and b) erroneously assumes that immigrants are unwilling to learn English. According to this policy brief, only 5% of adult immigrants in the US do not speak English or do not speak English well meaning that over 95% of adult immigrants in the US speak English to some degree ranging from some to very well.

Conversation Partners Program/ Volunteers in the language classroom

Last semester I tired to get a conversation partner program going for my students; the rationale being that my adult students get little to no practice speaking English outside of class and very few of them have English-speaking or US American friends.

Therefore, in order to facilitate genuine English conversation, cultural orientation and friendship, I attempted to match volunteers with students. In order to abide by our school’s non-disclosure policy, I gave the students the volunteers’ contact information (and not vice versa) and the students were given the responsibility to contact potential conversation partners.

This basically didn’t work because the students did not contact the conversation partner volunteers either because they were too shy or they just didn't have time.

This semester I’m trying a new approach. I am inviting the volunteers to come to my class to have a sort of discussion night or “English Party” as I’m calling it. This way there is less pressure and the students can pursue more time outside of class with someone they've already met. Also, those who simply do not have time to meet a volunteer outside of class have at least the opportunity to engage in English conversation once a month in class.

This will be an informal gathering, maybe with snacks. Students need unstructured English with native or near-native speakers. This will not be tutoring, rather an evening of conversation. Volunteers do not need any prior teaching or language experience to volunteer. This is an opportunity for students to engage in natural and genuine conversation with Americans and speakers of English. I will have conversation starters ready if the students and volunteers don’t know where to start. If a student and a volunteer would like to meet outside of class for more language practice that remains a possibility and having met in class will hopefully facilitate more exchanges.

In order to collect data regarding the students’ normal English usage I will have the students take the following survey:

http://www.surveymonkey.com/s/85VZXLZ

At the end of the semester the students will take a post/reflective survey to gauge the effectiveness of the program and measure the benefits of the volunteers’ participation.

This project is at the beginning stages and I will be tracking its progress here.

As a note to teachers of English abroad and teachers of other foreign languages, this sort of program is of course adaptable to your classroom.

More to follow.

Tutoring Sam - Frustrations

            A few weeks ago, I was concerned that my student was not getting enough opportunities to practice the English that he has been attempting to cram through rote memorization.  My week’s assignment for him was to find some activities or regular social encounters where he could meet a variety of people with whom he could chat. I sent him a fairly exhaustive e-mail with links and contact information for possibilities ranging from churches to on-campus interest groups.

            My concern has turned to frustration as he has not made any progress in this area and insists instead upon spending several isolated hours in a Starbucks, memorizing decontextualized phrases. I tried to explain to him, that even if you memorize an entire book, if you never use it in a meaningful way (i.e. in the context of a speech act), you might not internalize it and you may forget it (to which his previous educational experience can attest). I told him it didn’t have to be so difficult. He could learn more naturally and perhaps faster by spending time listening and interacting with English speakers. That is why he came to study here, is it not?  I can’t help but think that what he is doing now (attending English class, “studying” all day in a café, and watching TV in English) is not terribly different from what he could be doing in Korea. Essentially, you could do these things (which are good) anywhere, but the language acquisition process would be increased exponentially through regular social interaction.

So, once again, I encouraged him to find speaking opportunities both on and off campus, “Learning English doesn’t have to be stressful, Sam. Try to think of things you enjoy doing. What do you like to do for fun? Just do those things in English- you’ll learn, you will and it will be much easier.”

I realize my student is very shy and not terribly secure with his language skills, but I think inactivity will just exacerbate stagnation. I sent him another e-mail with such suggestions as tennis club and http://www.meetup.com/. Learning through doing…and maybe even having fun?