One of the points of contention in the ongoing back-and-forth between Steve Kaufmann and Benny the Irish Polyglot is whether Benny can truly pull off fluency in three months. Specifically, Benny is in Berlin studying German right now and will deem himself fluent if he can pass a really hard German test and if he can fool native speakers for 30 seconds that he is a Berliner.
Sounding like a native and amassing enough vocab to pass a difficult exam is impossible IMHO. Senseless hype.
I can confidently state that this is not impossible; I myself did with Portuguese exactly what Benny is trying to do with German. (And that's not even getting into wunderkinds like Daniel Tammet.) That said, I'm doubtful that Benny can pull this off in Berlin because there are some very important differences between his situation in Germany and mine in Brazil that will make it a harder task for him to accomplish than it was for me.
Read more...The tourist visa I got to go to Brazil was for exactly 90 days, and I stayed for the entire 90 days. I had never formally studied any Portuguese before arriving in Brazil, and in fact the only thing close to studying I had done at that point was reading some parts of a Portuguese grammar book more than a year before arriving in Brazil. And that book was for the Portuguese of Portugal, so it had a number of things that were useless for me in Brazil.
On the other hand, my Spanish was pretty good. I had studied Spanish throughout middle school and high school, and had previously spent a month in Mexico studying it more. Spanish is of course not Portuguese, but they are so close that the benefit of knowing one when studying the other shouldn't be downplayed; knowing Spanish was without a doubt a massive help in learning Portuguese.
On top of that, I had a great learning environment. I was living with a large Brazilian host family and there was almost always someone around to talk with. I also had a Brazilian girlfriend with whom I was constantly speaking. I didn't need to do anything but study Portuguese, so except for the occasional emails in other languages to my friends abroad (which was further limited by the hassle of a dial-up connection I had to use), it was all Portuguese all the time for me.
In terms of what I was doing to learn Portuguese, the first two weeks or so I focused on getting an understanding of the grammar. Then I moved onto exposure: music, comics (Spawn, in particular), books (a history of the Roman Empire was one I spent a lot of time on, but there were a number of others as well), television (which was always on when I was doing anything else), etc.
Naturally, I spent a lot of time getting the vocab down. I still have my digital Portuguese flashcards as they were when I left Brazil. The flashcards contained some 4,000 vocabulary words and phrases. Add to those a few thousand words that never made it to flashcards (because they were so much like English or Spanish that there was no need to do anything to memorize them, or that I just managed to pick up elsewhere) or that got deleted from the set once I knew them, and I'd estimate that I had at least 6,000 to 7,000 words in my head to some degree when I left Brazil.
Using Benny' standard for fluency—fooling native speakers for at least 30 seconds that you are a native speaker yourself and passing a really hard test—I seemed to have been fluent in Portuguese after my three months there.
When I was leaving Brazil, I managed to fool the lady at the airport check-in that I was Brazilian. I can't recall if it was precisely 30 seconds, but I'd venture that it was. I remember that I had said a few things to her, including something about having already weighed my bags and that they shouldn't be overweight, before giving her my passport. Once I gave it to her, she said, "You're not Brazilian?" When I told her I was there studying Portuguese, she was shocked to find out I had only been there for three months. I'm guessing somewhere in the course of our conversation I eventually said something non-Brazilian sounding, but, based on her reaction to my passport, I do think I had her fooled at the beginning.
Regarding the test, I came back from Brazil and took my university's Portuguese placement exam. I got placed out of all the language-learning classes and straight into the literature classes (i.e., the ones where you might be sitting next to a native Brazilian). I think that my experience shows that three months can prepare you quite well for difficult tests.
However, I'm doubtful that Benny will be able to pull it off. If you compare my situation in Brazil to Benny's situation in Germany, there are a number of things that gave me a big advantage. First, my Spanish abilities made Portuguese so (so, so, so) much easier. Benny doesn't have anything comparable with respect to German. Second, the only thing I was doing was learning or using Portuguese, whereas Benny is working (presumably not in German) and blogging in English, and that is likely eating up a big chunk of his time. Third, my guess is that the test that Benny wants to take is a heckuva lot harder than the test I took, so I'm not so sure that he'll be able to pass it as easily as I was able to pass the one I took.
Indeed, the only advantage that Benny has over me is that he's studied some German previously, but, based on what Benny himself as said, that recollection is faint at best, although it will nevertheless provide some familiarity.
So while I'd love to see Benny do exactly what he's going for, if I were a gambling man, I'd definitely be betting against him pulling it off.
I'm currently on a plane on my way to Tokyo for a week-long trip there followed by a week-long trip to China. Sitting here, it's obvious what a useful environment for language learning your flying time can be; the by-necessity multilingual environment of a flight to another language zone means you can easily get some exposure to your target language while in transit that probably isn't always readily available outside of where the language is spoken.
Read more...The first opportunity you'll come across are the flight attendants, who will probably be there to greet you when you get on board. Greet them in your target language, and if you've got any questions, try to ask them in the target language. They'll probably initially make assumptions about what language you speak. On a flight like mine from New York to Tokyo, Japanese-looking Asians will be initially addressed in Japanese and everyone else will initially be addressed in English, if the flight attendants have the language skills. I'm on a Japan Airlines flight, so most of the flight attendants are Japanese but of course all of them also speak English. Before I said anything to them, they predictably spoke to me in English, but once I spoke to them in Japanese they switched to Japanese. Some of them seem to be prefer Japanese when possible, and I'm more than happy to accommodate. You'll sometimes find that even if you speak your target language, they'll still won't use it back to you, but be stubborn; don't switch back just because they don't deem you target language worthy. Some flights will not have so many target language speakers, such as my typical Continental flights to Japan. In that case, you can direct any questions you have to those who speak the target language.
Although you're more likely to need to communicate in some way with the flight attendants, your fellow passengers are another good source for target language exposure. There's probably a pretty good chance that the person sitting next to you is a target language speaker. Find a way to strike up a conversation. Unfortunately, the person I'm sitting next to right now is a bit reticent and has been sleeping most the time, but on other flights I've had great conversations with those sitting next to me.
When they come around with reading material, grab something in the target language. Even if you're not that strong in the target language, get a newspaper or the like and see what you can understand. A few words here and a few words there might be all you can get, but it's nevertheless more exposure. There's also some reading material in the seat pocket in front of you and on signs around the plane. Although safety instructions and the like might not be the most exciting things in the world, they're usually in the target language and one or more other languages, so you've probably got a translation already sitting right in front of you.
The onboard entertainment is another good source. It will typically be in multiple languages, either with target language audio or with target language subtitles. Watch some of these to see what you can pick up, or if you're getting it all just sit back and enjoy.
And, of course, don't forget to be a good little Boy Scout and "be prepared". With a laptop, iPod, electronic dictionary, and an array of other possibilities, you can make that "wasted" flight time quite productive.
To get back to the theme of ethnic experiences in the U.S. that I touched on earlier, many of you in the U.S. or Canada may remember from your childhood that you, if you're Asian, or your Asian friends always had to go to school on Saturday. While the rest of us were getting our brains rotted out by Saturday morning cartoons, Asian kids' parents forced them to do more school, as if any kid thought five days wasn't already enough. Those forced to go never seemed very happy about it, and often rebelled and stopped going when they got old enough to pull it off. As much as these kids may have been unhappy during classes, those who actually ended up sticking with it ended up (hopefully) thanking their parents, because they were probably pretty darn good at the languages that those classes were teaching them.
My daughter, age four, just kicked off her experience with this Asian-American tradition with Saturday Chinese school (yes, that is despite her Japanese mother and her Italian-American father). We recently discovered that there's one of these schools about ten minutes from our house and, although we missed the first semester, we were eager to get her started and finally got around to it today. While she's had Chinese nannies and babysitters for most of the time that she's been speaking, we found that she was progressing a lot more in English (she goes to English nursery school every day, karate once a week, and dance occasionally) and Japanese (she goes to Japanese Kumon classes twice a week and ballet once a week) than in China, whereas Chinese was originally her best language (she started speaking while we were in China).
As it turns out, her Chinese classes here are as much of a language experience for her as they are for my wife and me.
Read more...One of Felicia's babysitters had called the school this week to see what we needed to do to get her enrolled, as their online registration wasn't working. He basically said just go there at 9AM on Saturday to take care of whatever paperwork there was, and she should be set for class at 10:45AM.
We show up at the middle school where the classes are held to see a parking lot full of Chinese people (they were probably mostly or at least partially Chinese-American, but let's just keep it simple and call them "Chinese"). We then go into the cafeteria, which was something of a base for the classes and a gathering places for pretty much every one related to a kid attending any of the classes, and this too was chock full of Chinese people with an occasional white person (case in point) floating around. In the typical entrepreneurial Chinese style (that somehow, amazingly, Mao managed to suppress for a few decades last century), one person set up a store of various snacks and drinks on one table, looking like they had just bought bulk and driven it straight over here. And some of the scenes there were straight out of a movie like The Joy Luck Club, such as the cafeteria table claimed for a game of mah-jong by a group of grandparents, with grandchildren running around at their feet.
We wandered around the cafeteria for a bit and weren't sure who was in charge until someone started setting up a printer and a scanner at a desk near what I suppose was supposed to be the front of the cafeteria. So we walked up to them to inquire about what we needed to do.
We thought there might be a little issue about our daughter starting in the middle of the year, so my wife, who thinks I'm a better negotiator, had me do the talking. Although I'm pretty sure they all speak English just fine, I opted to use Chinese because of a concern about the classes. There's a Chinese class for Chinese speakers, like my daughter, and another for Chinese learners, i.e., English speakers who are starting to learn Chinese. I was concerned that they'd see my white face and think, "Oh, here's another one for the foreigner's class," and so I hoped to evade that discussion by going at them in Chinese. Doing that, they would assume that my Japanese wife is Chinese and then just put my daughter in the class that promises better language exposure by not using English (although the teacher did keep saying "sticker" in English while speaking Chinese in lieu of the perfectly available Chinese word tiēzhǐ). Sure enough, the mid-year start date was raised as an issue. We weren't concerned about my wife speaking up either, because her accent's good enough that she falls within a range that sounds Chinese, and Chinese people are always generically asking, "So you're from Southern China?" when they hear her talk.
Their first answer was, "No, we're full,", but one thing I found to be true in China was that, if someone initially said no to you, persistence could turn that into a yes, and I intended to see if the same thing worked here. The rational analysis sometimes seemed to be, "Is it less of a hassle to just say yes to this guy or to keep saying no?" If they say no and you just walk away, that's a piece of cake for them, but if you make a nag of yourself suddenly it becomes easier to just let you do whatever you want. (This is something I discovered as a kid worked with my parents too, but I'd rather my kids come up with this idea.) For instance, when I was studying Chinese in Beijing, the placement test put me a level or two below the top of maybe a dozen levels, but I wanted to be in the highest level possible because of how rapidly you can learn when you're immersed. When I was first told no, I kept bugging the person who told me no and several other people until I finally got bumped up, clearly above what the test results had gotten me. I'm not sure if this works in all bureaucracies in China (unfortunately, in some, a wad of cash will work much better), but it usually worth a shot.
The first answer we got from the Chinese administrator was, "Sorry, it's the middle of the year, we're full." So I said that we had called earlier this week and they said to show up at 9AM and we should be able to take care of everything. He asked who we spoke to and, since the babysitter called, I had no idea. I did know, however, that it was "the guy whose name and number were on the website", and I told him so. Apparently he had no idea who that was. After effectively repeating this interchange a few times, he finally gave in. I think he might have thought that the person our babysitter had spoken was someone important that was higher up in the administration, so he was weighing potentially needing to deal with that guy or just letting us sign up. He went for the signing up.
So we take care of the paperwork and whatnot and we're sitting in this cafeteria full of Chinese people. And then my son reminded me what good language-learning tools one-year-old kids can be; my son kept going up to people and pointing at them, and this would repeatedly result in them calling him cute and start talking with us.
My wife eventually left to run some errands, leaving me to escort our daughter to class. After dropping her off and again getting a chance to converse in Chinese - this time with the teacher, I was left alone. There happened to be free Chinese-langauge newspapers there so I picked one up and started reading it. It appears that the de facto standard Chinese in the U.S. uses traditional characters, and there were a few that were driving me nuts because I was sure I knew them as simplified characters but the traditional versions weren't ringing any bells. In any case, one of the articles I read was criticizing China's stimulus plan, saying it only helped bureaucrats' favored companies, while the U.S. stimulus plan was aimed at the average person. A pretty interesting read, but it was a shame I didn't have my dictionary with me because now I have to go back and reread it to find all the words I didn't know, if I even end up bothering to do so.
Today also happened to be the day of what they called "parent-teacher conferences", but were less the one-on-one meeting that that term conjures up than the teacher giving an update to all the parents at once. So I got to sit through my first such meeting in Chinese today, and I was surprised at how easily I was able to follow what she was saying. There were only two words I didn't get, but since they are things that the kids will be doing this upcoming semester (I got that much), I'll probably be learning the words soon enough.
So now we have a chance every Saturday to hang out in a hall full of Chinese speakers, and as my daughter makes friends and we meet people there, I'm sure we'll be putting our Chinese to great use. This is just one example of the many creative ways that you can find people to chat with, if not outright native-speaker tutors, and also get other kinds of exposure to your target language in less-than-obvous places far from the language zone. If you had asked me where I could find hundreds of Chinese people gathered together every Saturday in the New Jersey burbs just a month ago, I'm sure I would have had no idea. But now that I have found just that, it's definitely a great language-learning opportunity for all members of my family - and not only those for whom we're paying tuition.
As you may know, this blog is the companion site to a book I'm currently working called—you guessed it—Street-Smart Language Learning. The following is an except from the current draft of the manuscript. As I've yet to properly introduce myself on this blog, I've selected this excerpt from the book's introduction, which seeks to dispel with my story quickly so as to get readers to what they're really there for: how to learn languages.
When you tell someone that you speak eight languages, they are quick to label you as some kind of linguistic genius. And when you disagree with them, they assume you are just being modest. But as just such a person, I can tell you that I am no linguistic genius and I am not being modest when I disagree. Learning multiple languages hardly requires genius; our brains are all hard-wired to suck up languages, if only we approach language learning in the right way. Yes, that includes even you doubters out there who right now are saying, “Not me, I’m just not good a languages.” Yes, even you. With the right approach and a little bit of time, anyone can learn a foreign language. This book will help you formulate that approach and learn the foreign language(s) of your choice.
The rules that I’ve laid out for you in the subsequent parts of this book aren’t the result of any “survey of the literature” or the like. I’ve got no degree to make me an official linguist. In fact, I would say that my relationship to a linguist is the same as that of a criminal to a criminologist; they’ve got the data, the literature, and so on, while I’ve got the gritty experiences and the street smarts. These rules were developed over years, and to my own detriment even I didn’t always follow them, but to extent you can put these rules into practice you’ll be able to learn languages better and more quickly.
Before I arm you with all the tools you need to learn a language, let me first tell you a bit about myself and how I came to speak so many languages.
Read more...I was raised in an English-speaking Italian-American family just outside of Philadelphia, Pennsylvania. I lived with my mother, father, grandmother, and sister. My parents and grandmother could speak Italian and initially tried to teach it to my sister and me. Unfortunately, after a few initial “I don’t wanna speak Italian!” tantrums from us, they gave up on it (and how I regret that now). They did, however, use it on occasion when they didn’t want us to understand, resulting in us picking up only certain choice exclamations (in addition to the stereotypical “Mamma mia!”, the not-so-vanilla “Vaffanculo!” comes to mind). This, and various relatives speaking in heavily accented English (including one who to this day swears that Italy under Mussolini was great), did result in me having a pretty good Italian accent when I ultimately did get back to studying it, but I definitely did not know enough to be considered anything other than monolingual.
My linguistic knowledge remained limited to English and handful of Italian phrases until middle school. Our school district kicked off language learning with a pretty worthless French/German/Spanish sampler in seventh grade. Based on your experience in that, you were supposed to pick which language you wanted to learn in eighth grade, and I went with Spanish. My choice was based less on what happened in that sampler than the fact that it was the closest of the three to Italian, so if I were ever to get to studying Italian I’d have an easier time, and that it was the de facto second language in the States. In class, I didn’t do poorly but there was nothing in particular that set me apart from any of the other students. However, Spanish was one of the subjects I liked and, knowing that languages are actually something that could be useful beyond primary school, I became eager to learn more.
I would finally get this chance as an upperclassman in high school after clearing out some of my other core graduation requirements. In eleventh grade, I added French. Thanks to its similarities with Spanish and a cooperative teacher, I was permitted to basically go at my own pace and managed to cover three years of our high school’s curriculum in one year. I followed up the summer after eleventh grade by taking a French course at nearby Chestnut Hill College, and in twelfth grade I found myself in the fifth – and highest – year of both Spanish and French.
That same year, I really wanted to take it up a notch. In addition to Spanish and French, I enrolled in a German class at high school, did an independent study in Italian with an Italian-speaking Spanish teacher, took a Japanese class at Beaver College (now Arcadia University), and started studying Russian for free under the tutelage of my kind French teacher from Chestnut Hill College, Sister Kashuba.
The results from that year were mixed. Spanish continued along well and by the end of high school I could hold rudimentary conversations with a friend of mine who, although born in Mexico and having spent the first few years of his life there, had previously lost all his Spanish and at that point was at basically the same level as me. Although I abortively tried to read Camus’ The Stranger on my own in French and continued to do other things on my own as well, my French teacher preferred to spend time talking about his designer shoes (in English, no less) than give us a period of French a day. My French only improved to the extent I could push it forward alone with my nose buried in a book.
My German teacher begrudgingly let me knock off the first year of German with a placement test, but, unlike my French teacher the previous year, she decided that I had to stay with the class, which was excruciatingly slow and seriously limited the progress I made. On the other hand, going at my own pace in Italian, its similarities with Spanish and French, and the fun of finally learning that when my relatives described things like putting ketchup on pasta condescendingly as “midigan” they were actually saying americano in dialect, or that pastafazul meant (duh!) pasta and beans (again in a dialect), resulted in decent progress in Italian. I had assumed that a college-level language course would be challenging, but my Japanese teacher was frustratingly of the opinion that Japanese is difficult for us poor Westerners and that we should go slow—real slow. We were supposed to cover two textbooks over two semesters, but we got through the first only after skipping a bunch of stuff and only managed to do a chapter or two in the second. Needless to say, I didn’t learn much Japanese. In Russian I made good progress, but with all the other things going on that year, and since I wasn’t getting graded, I didn’t have the incentive or ability to put the time into it that I would have liked to. Unfortunately, I have yet to return to Russian and that remains as far as I’ve gotten in the language.
Besides two off-the-cuff road trips to Quebec from my home outside of Philadelphia, where I did put some French to use in a very limited way, my first venture out of English-speaking domains was a three-week senior trip to Germany. A German exchange student I met while he was in the States offered to host a friend and me for three weeks. While in Germany, we naturally studied German but also took numerous day trips around Germany. While it was a good initial outing (and certainly a better use of the money than renting a beach house at the Jersey shore, as most of my high-school classmates did), it was limited in utility for language learning by its short duration and the fact that I was with another native-English speaker most of the time.
A month or two later would lead to a trip that would result in the first language I would become proficient at: Japanese. Sometime during my senior year of high school, a friend of mine had told me about an announcement for a scholarship to study abroad with Rotary that I had somehow missed, but, as soon as I heard about it, I knew it was right up my alley. I ended up getting the scholarship (which, as I understand it, is quite a bit easier for Americans than non-Americans to get due to a big demand to come here; some other popular destinations seem to be France and Spain). I put Japan down as my first choice simply because, among the languages I had studied, it was the most different from English and would require more time on the ground to get the language down. As I was the only one in my group to choose a non-Western destination as my first choice, I got it. I left for Japan in August 1997.
Unlike some of the other exchange students in Japan, I had already graduated high school so my year in Japan didn’t really count towards any diploma or degree, leaving me free to focus solely on learning Japanese. While there, I began to crystallize a lot of the language-learning methods I had begun working on back in the States. I’ll get into the details of those in the rules below, but suffice to say that I was able to learn a great deal in what would turn out to be some ideal language-learning environments. Returning to the States to start college in the fall semester of 1998, I began studying intensive Chinese at George Washington University. But the broader picture was a language-learning plan that I had begun working on while in Japan and finalized during my freshman and sophomore years at college. The basic plan was that I would spend every single college break (i.e., based on the typical U.S. college schedule, about a month in winter and three months in summer) studying languages abroad, plus another year in Japan (to get my Japanese beyond high-school level), a year in China, and a semester in Spain (due to university requirements, I needed to be back on campus; as we had a campus in Spain that counted as “on campus”, I opted for that rather than heading back to DC). Since I was able to stay at the homes of various friends I had made among other exchange students, all I typically ended up paying for was plane tickets, and tuition abroad was usually cheaper than tuition on campus, so all of this was a surprisingly affordable thing to do.
The plan worked well. Winter 1998 was in Mexico, summer 1999 in Brazil, winter 1999 in Costa Rica, summer 2000 in Germany, academic year 2000-2001 in Japan, academic year 2001-2002 in China, summer 2002 in Taiwan and Italy, fall semester 2002 in Spain, winter 2002 in Italy, and summer 2003 in France. In 2003, I started law school at the University of Pennsylvania with a similar plan in law school, except that it was focused on Chinese alone, so winter 2003, summer 2004, winter 2004, and part of summer 2005 were all spent in China. After a month-long stop-off in Japan in January 2006, I spent the rest of calendar year 2006 in China to obtain a master’s degree in Chinese law from Tsinghua University. The program was primarily in English—a big downer for language-learning purposes—but I was able to take a couple courses in Chinese (and somehow struggle through them).
I met my Japanese wife while in Japan in 2000. We initially spoke English (at the time, I was trying to get her to break up with her then-boyfriend, and I compromised on my language-learning rules in order to claim the linguistic home turf while trying to woo her away from him), but then went to Japanese for a while. We are now back speaking English (as we live in the States, her English proficiency is more important than my Japanese proficiency), but she speaks Japanese to our children and we also typically have a Chinese nanny or Chinese babysitters in order to teach our kids Chinese. English, Japanese, and Chinese are in constant use around the house, and, from time to time, I use Italian with my mom and French with my wife when we don’t want the kids and/or my mom to understand what we’re saying.
And that’s basically where I am. In sum, I can speak English, Japanese, Chinese, Spanish, Portuguese, French, Italian, and German, and that’s roughly in order from strongest to weakest. I wouldn’t go so far as to describe myself as native-level or fluent in any of these languages, although I might be able to fool native speakers over the phone for a few minutes. For at least Japanese, Chinese, Spanish, and Portuguese, I would describe myself as proficient, meaning that I can function reasonably effectively in a business setting in fields that I am familiar with. In all of these, however, I can easily do the basic “get around” stuff and hold social conversations, and I think if needed I could get them all up to proficiency in short order. Moreover, in my work as a lawyer, I have so far had to review contracts or conduct other business in all of those languages, and, with the help of an online dictionary or two, it hasn’t been a problem at all. (As an odd little aside, I’ve even had to do a preliminary review of a document in Dutch (i.e., just to determine who should be reviewing it), and I was able to do that thanks to an online dictionary and its similarities with German.)
"Language ability" and "American" are not two things that are often thought of as being linked, but in a sign that bodes well for America's linguistic future the New York TImes and USA Today are reporting that a record number of U.S. students are studying abroad in a wide variety of places. CNN reports on the reverse of that: foreigners are coming to study in the U.S. in record numbers as well, topped off by India and China. So whether it's immersion abroad or a native-speaker tutor at home, it appears that linguistic experiences are becoming easier to get.
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