Google Translate Portuguese Version
A promise is a promise
Today’s topic is about languages.
In this post I will simply share some personal opinions about ways to learn and teach a language. I am by no means an expert but I’ve both been a student and a teacher (for a short time) giving me the opportunity to observe. Furthermore, living outside my home country most of my life, has enabled me to meet students who were trying to learn the local language and hearing some of their comments.
Learning
Learning a new language is always very pleasant in the beginning. It is an occasion to learn a new culture, eat new kinds of food, discover a new type of humor :) and traditions.
People want to learn a new language for a series of different reasons. When I found myself in Swedish classes, it was common to ask around why did someone opt for that language in particular. The typical answers were :
- A family member is from that country
- The lover is from that country
- Want to study or work there
Personally I just had a good image of the country (not only the women), which sparked my curiosity.
I should inform the reader that at this moment I’m still learning Swedish but on my own. This is an important point I want to talk about. I find that it is necessary to go to a language class in order to master the basics, plus the teacher is there to help you out with pronunciation. After you’ve acquired some vocabulary, I think it is a waste of time to continue going to classes as you’ll be learning some stuff that is not used on your typical daily conversation. When one is taking his first steps in a new language, everything you learn is amazing, you feel proud. Once you acquire the basics, frustration comes along as you want to communicate more complex ideas but the correct form is missing and translating from your mother tongue is not easy; ideas are not expressed in the same way.
So what can I do ? Read !
It depends from individual to individual; some love grammar drills, I don’t ! So the solution I came up with was reading; since it worked for me when learning English. Reading about interesting topics boosts my confidence little by little. The more I read, the more I store expressions in my brain so that in some situations I do not rely on my grammar knowledge (basically non-existent) but more on sentences that I’ve already come across in a book, newspaper or movie.
After becoming (over?) confident, oral conversation comes naturally. Others will instead start speaking and save reading/writing for last; the Pimsleur and Assimil tape methods are such examples.
Tape methods consist of listening and then repeating sentences. It doesn’t work for me except for Spanish. Being similar to Portuguese, by using a tape method, it enables me to skip some boring basics and go straight to dialogs. Those methods normally have manuals, so listening and repeating plus writing down seems like a good plan.
Why am I a bit reticent about tape methods ? When I start learning a language I want to master it completely, be able to communicate efficiently and write properly. Usually, exchange students take language classes to learn some words and impress local people. It is a nice gesture but I would avoid this because it is time wasted; you are force to be somewhere at a time determined by someone else. Above all, you will forget the basics once you leave the country. I don’t mean that you should be in a country without knowing even a word of the local language(s) , it is kind of rude in my opinion, but at the same time, forcing yourself to spend hours in a class room is fruitless.
I don’t know (m)any success stories of exchange students going back home and later mastering the language, but the world is vast, so if the reader has a counterexample feel free to comment about it.
Teaching
My short teaching experienced took place in South Korea for a volunteering period of around 2,5 months.
I am by no means qualified to be a teacher, but it seems that I can write and speak decently
, other than that it was an occasion for the children to have a first contact with foreigners.
I got in touch with a school teacher in Sweden to get some tips but the answer I got was : veni, vidi, vici
. No need to stress about it, you improvise once you get there.
Indeed, I had to teach different groups (size 4~5) of kids with varying ages. It was difficult to plan everything ahead. There were two other volunteers of Korean origin with me, so I was mostly in charge of English conversation, which the kids didn’t have enough practice with.
With the younger ones (8 years old), I worked with the abc’s and some vocabulary with the corresponding pictures. With the children who were a bit older, I used some books for reading and doing exercises, but also added some “fun” exercises of my own (guessing a number/object for example) and others that I experienced as a student of Swedish. Meanwhile with the eldest (15~16 years old), I was able converse a bit with them. I forced them to speak in English by putting them in different daily life situations like going to a restaurant, buying something, giving opinions, etc.. After a while they knew I would start the lesson by saying : “Imagine that …”.
From this experience I found out that it’s important to come up with fun ways to teach, bring new ideas to the table. At the same time, changing a lesson plan everyday is not a good idea either, it might confuse the students and end up being counterproductive. I’d say that coming up with something different from time to time is a good way to motivate students.
Recently, I finished reading a small Swedish manual, from which we can add some tips for teaching a language. The manual in question is titled “Invandrareleverna och Skrivprocessen” and written by Gunilla Fredriksson. It is mostly aimed at Swedish teachers who have young foreigners as students. The manual emphasizes on the writing process and aims at teaching Swedish while preserving the student’s mother tongue.
To summarize, the student starts by doing some pre-work in order to get ideas for a text, afterwards he spends a few minutes writing about anything. The interesting part is that while the student is writing, the teacher does the same, it seems like a good idea to participate in the activity instead of intimidating the pupils.
Following the first text version, comes a group discussion where the other students and the teacher make comments and ask questions about the text. Once this is done, a new text version is written and re-worked a few times. Finally, the teacher will support the student by correcting the form, spelling and punctuation. Note that the teacher does not make corrections constantly, it is left for the final stage; its role is to be a helper and not a dictator, thus letting the pupil express its ideas freely.
To top it off, the student writes the text on a computer, publishes and reads it to the classmates.
Other interesting comments are made in the manual. Normally a teacher recommends that a student writes about books that are classics, in this manual what matters is the content and the interest the student shows for a particular text. If the student is passionate about a certain book, he might go the extra mile to understand it. Of course, the level of the book should be within the pupil’s grasp and that’s where the teacher plays an important role when doing book recommendations.
To complement the lessons, a last advice is to speak the language outside the classroom; different settings create an opportunity for the student to acquire a whole new type of vocabulary.
That’s all, now go back to class !

