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Native speakers of any language know naturally which words belong together. They have heard their own language so often and in so many situations that they can naturally put words together in a way that sounds effective. The foreign learner cannot do this.

Unfortunately most language schools teach vocabulary and grammar. Vocabulary is very important. You need words, not only the high frequency words, but also the less frequent words, in order to be able to deal with many situations. But research has shown that you cannot learn them from lists or in groups. You cannot learn by studying the terms for the parts of the body, or what to say at the train station, or the colours, or opposites or words that mean the same thing. This will only confuse you. You need to learn words in context.

The ideal context is the phrase. You can learn a phrase to go with each new word you learn. Soon you will have a variety of phrases with the new words you have learned. Each phrases gives the word a slightly different meaning. Each phrase is a proven way of using the new word in combination with other words.

Every sentence is unique, but phrases repeat themselves often. A phrase is any group of two or more, (usually no more than five) words that naturally belong together and can be used in many situations.

Learn to look for phrases, save them and learn them. One word of caution is necessary, however. The phrases must come from meaningful content that you are listening to and reading. Free examples of sentences and phrases from dictionaries are false friends. You think you are learning but you are not. You need to find your own phrases as you discover the language from interesting content. That is why at The Linguist we let you create your own database of phrases from the real life content that you find in our large library, or from other articles that you find on the Internet.

There must be millions if not hundreds of millions of people who study languages. Most of them are frustrated and do not achieve fluency. I believe it is the false friends of language learning that let them down.

These false friends are:

the classroom

text books

grammar explanations

exercises and drills

vocabulary lists and books

conversation class

thick dictionaries

Why are these false friends? Because they are not natural. They do not offer real communication in the language. I am sure that most people who are fluent in a second or third language did not learn from these false friends brendaclark homes. They learned by listening, reading and communicating in the language on subjects of interests, in other words, for real. Maybe they learned from friends, from TV, or from movies or from necessity, but the key is that they were motivated to learn. They took over the learning process and did not rely on the false friends. Certainly I was only able to achieve fluency in nine languages by studying on my own.

Anybody out there with some language learning experience to share?

Along with the false friends of language learning, there are myths. These also hold people back. Here I will mention just a few.

“You have to have a talent for languages in order to learn.”

Is it likely that this talent for languages exists only with certain nations? Is it likely that the Dutch and Swedes are all born with this talent for languages whereas the English are not? Is it likely that Singaporeans are all talented while the Chinese are not? I do not think so. Instead it is a matter of attitude and exposure to the language.

“I have to go to the country to learn the language.”

This is not so. I grew up in Montreal surrounded by French, but I was not interested in learning French until I reached the age of 17. When I became motivated, I learned. There are many immigrants in Canada who never learn to speak well. Yet I have met people in places like China who were absolutely fluent in English. I learned to become fluent in Mandarin in a city where the language was not spoken, Hong Kong.

Exposure alone will not do it. If you are motivated and know how to create your own interesting language world to learn from, you can learn anywhere. This is the key to effective language learning. I know. I have done it many times.

“You have to have an ear for music to learn languages.”

I lived in Japan for nine years. I often went to karaoke. Most Japanese men at karaoke bars are good singers, and have a good ear for music. Very few of them are good at languages. They either are not motivated or do not have an effective system for learning.

” My teacher is no good.”

It is not the school or teacher that will determine language learning success. It is the learner. The greatest role of the teacher is to stimulate the learner, to help the learner become a truly motivated independent learner. It is still up to the learner to learn.

” Only children can learn languages well.”

Children are uninhibited, encouraged and not corrected, spend a lot of time using a new language with their peers, and do not hide in their own language and culture while resisting a new language as adults do. On the other hand adults know more, have a wider vocabulary and can learn faster. If they can imitate the attitude of the child and take advantage of their own greater knowledge and experience, they will learn faster than any child. They may not be able to achieve accent free pronunciation but that is the only area where they are at a disadvantage. Even there, it is a matter of attitude.

Many language learners have been conditioned to think that they need to learn grammar to learn a language. This is wrong, wrong, wrong! When I go to learn a new language I avoid explanations of grammar and avoid all questions or exercises based on grammar. Instead I look to the language to teach me.

I listen and read and observe the new language. I take it in small doses. At first it is only 30 seconds or 1 minute at a time. In time the doses can be longer. I repeatedly listen to these small doses and occasionally read them. Of course I need help in having the meaning explained. This help can come from a teacher or can be  automated as we did on The Linguist system  Thereafter it is just me and the new language.

The grammar learner is conditioned to think of rules and ask why? “Why is it said this way? I thought the rule was something else.” Half the time the learner has the rule wrong. Besides, if every time the learner wants say something he/she has to remember a rule, he/she will never speak fluently.

For most languages there is a lack of interesting material to learn from. Most textbook material is just too artificial and boring. The main purpose seems to be to explain points of grammar. So there is a tendency for the learner to lose interest. It is just too tiring and not enjoyable. If the main purpose seems to be to learn grammar it is too difficult to continue after a while.

This need not be a problem for English. At The Linguist we have created a library of interesting audio and text files of real language, not text book language. There a person can learn and enjoy it. One day we will do the same for other languages. We will not teach grammar, but people will learn, the way I do.

When I say linguist I do not mean someone who studies complicated theories about language. I just mean someone who can speak more than one language and who enjoys doing it. Usually the two go hand in hand.

Native speakers of English are at a big disadvantage because there is less incentive for them to learn other languages. This may soon change, however, with Spanish and Chinese looming larger.

The key is to make the learning experience enjoyable and interesting. Most language education destroys the fun by focusing on speaking correctly too soon, or by teaching theoretical grammar explanations.

There is no substitute for lots of exposure through listening and reading. But then you need interesting content and a good system for retaining vocabulary otherwise it is just frustrating. In learning my nine languages I feel I have kind of worked that out. I am interested in hearing the experience of others in language learning.

In strength exercises you need to work the same muscles repetitively in order to get stronger. Language learning is a little like that. Athletes in all sports do repetitive exercises to increase their strength.

I have always found repeating effective. When I listen to content, I listen to the same content repeatedly. It helps if the content is interesting and the voice pleasant to listen to. When I listen I pick out or focus on different phrases or words each time. I then read that same content repeatedly for fluency in reading. I will review new words and phrases from that same content. I have saved these words and phrases on a separate list. (This is automated in The Linguist). Then I go back to listening and reading the same content again.

This is my strength training in language learning. It can be quite passive. I can listen while walking or jogging or even driving or sitting in a bus. But it is deliberate and is done almost every day during my period of intense study.

There other things we can do repeatedly. We can read out loud repeatedly, using a passage that we have been listening to. I would read the same passage out loud five times, exaggerating the pronunciation. Then I would record myself and compare with the native speaker.

It can be particularly effective to take some writing you have had corrected and read it out loud five times or so. Then record yourself and listen. This will reinforce the corrections and help your pronunciation at the same time. You will hear your own thoughts, things you wrote incorrectly, now expressed correctly.

You can even repeat in conversation. Try to make a three minute explanation of a point of view on a subject, after taking one minute to organize your thoughts. Then try to cover the same points in two minutes, then one minute.

All of these activities are like strength training . They prepare you for the more pleasurable activities of playing the game, or in the case of language learning, communicating in the language.

Abstract of the Developmental Disabilities Assistance and Bill of Rights Act of 2000 (DD Act of 2000)
Definition of Developmental Disability
ADD’s Goals
Programs Funded under the DD Act of 2000
Projects of National Significance
Projects of National Significance – Youth Information, Training and Resource Centers
The Administration on Developmental Disabilities (ADD) is the Federal agency responsible for implementation and administration of the Developmental Disabilities Assistance and Bill of Rights Act of 2000 (DD Act of 2000) (42 U.S.C. 15001, et seq.) and the disability provisions of the Help America Vote Act (42 U.S.C. Sections 15421-15425, 15461-15462). This agency is located within the Administration for Children and Families (ACF), a component of the U.S. Department of Health and Human Services (HHS).

Abstract of the Developmental Disabilities Assistance and Bill of Rights Act of 2000 (DD Act of 2000)

For the full text of the DD Act of 2000, click here

The DD Act of 2000 authorizes support and assistance to States, public agencies, and private, non-profit organizations, including faith-based and community organizations, to assure that individuals with developmental disabilities and their families participate in the design of, and have access to, culturally competent services, supports, and other assistance and opportunities that promote independence, productivity, integration, and inclusion into the community.

As defined in the DD Act of 2000, the term “developmental disabilities” means a severe, chronic disability of an individual that is attributable to a mental or physical impairment or combination of mental and physical impairments that are manifested before the individual attains age 22 and are likely to continue indefinitely. Developmental disabilities result in substantial limitations in three or more of the following functional areas: self-care, receptive and expressive language, learning, mobility, self-direction, capacity for independent living, and capacity for economic self-sufficiency.

The DD Act of 2000 identifies a number of significant findings, including:

Disability is a natural part of the human experience that does not diminish the right of individuals with developmental disabilities to enjoy the opportunity for independence, productivity, integration, and inclusion into the community.
Individuals whose disabilities occur during their developmental period frequently have severe disabilities that are likely to continue indefinitely.
Individuals with developmental disabilities often require lifelong specialized services and assistance, provided in a coordinated and culturally competent manner by many agencies, professionals, advocates, community representatives, and others to eliminate barriers and to meet the needs of such individuals and their families.
The DD Act of 2000 also promotes the best practices and policies presented below:

Individuals with developmental disabilities, including those with the most severe developmental disabilities, are capable of achieving independence, productivity, integration, and inclusion into the community, and often require the provision of services, supports, and other assistance to achieve such.
Individuals with developmental disabilities have competencies, capabilities, and personal goals that should be recognized, supported, and encouraged, and any assistance to such individuals should be provided in an individualized manner, consistent with the unique strengths, resources, priorities, concerns, abilities, and capabilities of the individual.
Individuals with developmental disabilities and their families are the primary decision makers regarding the services and support such individuals and their families receive, and play decision making roles in policies and programs that affect the lives of such individuals and their families.
ADD’s Goals

Toward these ends, ADD seeks to support and accomplish the following:

Enhance the capabilities of families in assisting individuals with developmental disabilities to achieve their maximum potential
Support the increasing ability of individuals with developmental disabilities to exercise greater choice and self-determination and to engage in leadership activities in their communities
Ensure the protection of the legal and human rights of individuals with developmental disabilities
Ensure that individuals with developmental disabilities from culturally and linguistically diverse backgrounds and their families enjoy increased and meaningful opportunities to access and use community services, individualized supports, and other forms of assistance available to other individuals with developmental disabilities and their families
Promote recruitment efforts that increase the number of individuals from culturally and linguistically diverse backgrounds who work with individuals with developmental disabilities and their families in disciplines related to pre-service training, community training, practice, administration, and policymaking.
ADD, like other programs in ACF, promotes the economic and social well-being of families, children, individuals and communities. ACF and ADD envision:

Families and individuals empowered to increase their own economic independence and productivity
Strong, healthy, supportive communities having a positive impact on the quality of life and the development of children
Partnerships with individuals, front-line service providers, communities, States, and Congress that enable solutions that transcend traditional agency boundaries
Services planned and integrated to improve access to programs and supports for individuals and families
A strong commitment to working with unserved and underserved persons with developmental disabilities and their families
A community-based approach that recognizes and expands on the resources and benefits of diversity
A recognition of the power and effectiveness of public-private partnerships, including collaboration among a variety of community groups and government agencies, such as a coalition of faith-based organizations, grassroots groups, families, and public agencies to address a community need.
The vision, listed above, will enable more individuals, including people with developmental disabilities, to live productive and independent lives integrated into their communities. The Projects of National Significance is a means by which ADD promotes the achievement of this vision website.

Programs Funded under the DD Act of 2000

There are four programs funded under the DD Act of 2000:

State Developmental Disabilities Councils
State Protection and Advocacy Systems for Individuals with Developmental Disabilities’ Rights
National Network of University Centers for Excellence in Developmental Disabilities, Education, Research, and Service
Projects of National Significance.
The Youth Information, Training and Resource Center grants are part of the Projects of National Significance

Projects of National Significance

ADD awards Projects of National Significance grants and contracts to:

Promote and increase the independence, productivity, inclusion and integration into the community of persons with developmental disabilities
Support the development of national and state policy which enhances the independence, productivity, inclusion and integration of these individuals into the community.
These Projects focus on the most pressing issues affecting people with developmental disabilities and their families. Project issues transcend the borders of States and territories, while project designs are oriented to permit local implementation of practical solutions. Examples include:

Data collection and analysis
Technical assistance to program components
Technical assistance to develop information and referral systems
Projects which improve supportive living and quality of life opportunities
Projects to educate policymakers
Efforts to pursue federal interagency initiatives.
Fiscal Year 2006 appropriations provided $11.414 million to support these activities.

This program is authorized under Part E of the Act.

Projects of National Significance – Youth Information, Training and Resource Centers

The purpose of Youth Information, Training and Resource Centers grants is to design and demonstrate community-based information, training, and resource centers with youth and emerging leaders, as defined above for this program announcement.

In FY 2004, ADD awarded funding to 15 Youth Centers to design and implement youth information, training and resource centers. The Youth Centers have worked toward becoming a voice and advocate for young people with developmental disabilities, especially with regard to post high school education, training and employment activities.

In 2007, ADD awarded new YITRC grants to 21 organizations (click here for a listing of them). Under these grants, the groups will continue to develop programs and undertake activities that are supportive of ADD’s objectives for the YITRC. The projects of the YITRC grantees will, at minimum include the following:

Consumer Involvement and Input. All projects must have an advisory committee that primarily (greater than 51%) consists of youth and emerging leaders and allows youth and emerging leaders to make decisions on how the grant funding will be spent on activities and outcomes of the project.
Three Areas of Emphasis. Activities and outcomes of the centers must be related to at least three of the eight areas of emphasis located in the DD Act of 2000 (child care, education and early intervention, employment, health, housing, recreation, transportation, and quality assurance).
Information and Referrals. Projects must include a structure for information and referrals for youth and emerging leaders that parents of youth and emerging leaders, as well as youth related service providers, may also access.
Training. A strong self-advocacy and leadership training component must be an essential part of the projects, especially for emerging young leaders (such as an emerging leader’s Partners in Policymaking curriculum, which can be replicated in other states).
Internet Access. Grantees must develop youth friendly Web-based materials and promote safe use of the Internet by youth and emerging leaders.
Materials for Dissemination. The development and dissemination of youth friendly materials on career paths, money management, and healthy lifestyle choices in accessible formats and in languages other than English are a central theme of the project design.
Unserved and Underserved. Projects must focus on unserved and underserved youth and emerging leaders in the targeted communities; and the project participation and advisory committee shall reflect the diversity of the targeted communities.
Collaboration. Collaboration with these four core groups (self advocacy organization, parent training and information center, Developmental Disabilities Network Partner [Council on Developmental Disabilities, Protection and Advocacy System, University Center for Excellence in Developmental Disabilities Education, Research and Services], State agency), plus others should play a central role in planning and operating the center.
Employment Opportunities. Projects will offer opportunities for youth and emerging leaders with developmental disabilities to be employed by the project.
Capacity Building. Activities of the center will include building the capacity of other youth groups and organizations to include and support youth and emerging leaders, as defined by this program announcement, in their ongoing programs and regular activities.
Community Inclusion. Activities will include identifying and promoting opportunities for youth and emerging leaders to participate in community events and activities to develop their leadership and civic skills and community awareness.
Mentoring. Projects will provide mentoring opportunities, particularly for emerging leaders, to prepare them for careers, community involvement, independent living, and leadership roles.
Civil Rights. Compliance with the Americans with Disabilities Act, where applicable, and Section 504 of the Rehabilitation Act of 1973, as amended by the Rehabilitation Act Amendments of 1998.
The length of the projects is 36 months comprising three 12-month budget periods.

For a complete list of Youth Information, Training and Resource Centers grantees, including a description of their projects, click here.