Awesome language classrooms create a foreign environment

A foreign experience while still in class!
A foreign experience while still in class!

With the right teacher, you can learn languages quickly and with seemingly little effort.  In my last post, I discussed how language learning progresses best outside the classroom.  Yet some of my best, quickest, most pleasant progress in learning languages took place in classes with fantastic teachers.  Others learners and teachers I know experienced the same.  From my anecdotal evidence, awesome teachers do not focus on grammar but use immersion to emphasize that students listen to and read real speech, and that they talk a lot in the language.

Classes have to focus on communication, not perfection

In my experience, bad classes get bogged down in extraneous details in two common ways.  First, one spends most of one’s time on grammar and paradigms.  I remember praying for sleep in my French class while we were learning the umpteenth irregular verb (voir, I think); staying conscious only produced pain.  In Russian class, we spent literally weeks on declining nouns, and I memorized the same Modern Hebrew verb tables at least 5 times.

Second, teachers grade students according to a native speaker baseline.  For French class, that’s one point off for each article gender missed.  In German, that’s a point off for forgetting the final “n” for the masculine dative, and in Russian it’s missing full credit because you used the wrong variation on the irregular genitive plural.

I found that these minute details do not hinder communication when I saw that native speakers make the same mistakes.  For example, French children miss genders all the time.  When I was in Kiev, my friend corrected her 10-year old niece for using the incorrect genitive plural ending.  My children went to Russian school weekly when they were 4-7 years old.  When they used all sorts of funky verb endings, I mentioned it to their teacher, who simply shrugged–that’s normal for Russian kids, as well.

Native speakers have years to perfect the minutiae of grammar, while we had weeks.  Yet the native speakers could naturally carry on a much better conversation than my classmates could.  Their success came because they focused on natural input and forcing themselves to speak when they were little.  (Any parent will tell you about the wonder when their baby started saying what they wanted rather than just cry.)  My classes were focused on getting it right first, before we could actually communicate.

My awesome experiences: Constant speaking in class

As much as I talk about studying languages on one’s own, some awesome teachers taught me a lot quickly.  When I lived in Kiev, I had an awesome teacher for Ukrainian, Lyudmila.  She was short with big glasses and a high voice and the patience of a kindergarten teacher.  Even though she spoke no languages other than Russian and Ukrainian, she taught Russian and Ukrainian successfully to Americans, Vietnamese, Chinese, Germans, and others.  As a result, my entire lesson was in Ukrainian, and I was forced to speak Ukrainian the whole time.  She proved infinitely patient with no sign of boredom.  She could bring up a new word, and if I couldn’t understand it from context, she could bring up 10 more examples and contexts until I understood.  I came from every lesson with a headache from thinking so hard, and a list of new words that I had learned.  There were no tests.  In the end, I learned to speak Ukrainian such that Ukrainians thought that I was born in Ukraine and emigrated to the US.

During the summer between 9th and 10th grades, I had an awesome teacher for German, Dr. Coates.  It was a 3-week intensive course at an academic camp.  Dr. Coates insisted on everyone speaking on a regular basis, which he accomplish old-school, through recitation.  The first week we spent on pronunciation.  In one common exercise, we had to stand up and recite the German alphabet and vowels/diphthongs “blitzschnell” during class.  The next two weeks he forbade us from speaking English in class.  Each week we learned a couple poems and songs, and we spent a fair amount of time reading and summarizing aloud in German.  At the end of three weeks he had us perform in the camp talent show by acting out the classic 19th century poem, “Der Erlkönig” by Johann Wolfgang von Goethe.  For grammar, we only used the basic book(let) he wrote himself (no exercises).  We only had a couple of quizzes/tests, but no final tally was made that I remember.  To this day I can speak German with very little accent, and I can still recite a couple strophes of “Der Erlkönig.”

Others’ awesome experiences: No English and lots of native input

Speaking German only in German class makes you learn quickly and intensely.  Melissa Bradford taught German at the Latter-Day Saints’ Missionary Training Center (MTC).  (I’ve long jealously admired the resources and expertise the LDS church has put into language-learning.).  In her blog post, How To Raise a Multilingual Child- MUSTS, BESTS & BOOSTS, Melissa wrote,

The MTC was closer to a total immersion experience. As of the first week, our classes of young volunteers were challenged to SYL – Speak Your Language (or speak nothing at all) – although they’d only had 76 ours of instruction.  It got very quiet right about then.  And our students got headaches!  It is hard work to pry out the mother tongue (let’s say it’s English) and replace it with another (there are 52 language taught at the MTC).

We should recognize that 76 hours of instruction is a little more than one standard college semester of a basic language class.  (In the universities I know, the first years of a language met about 5 hours per week for about 12-13 weeks.)  I can only dream of no English spoken after that amount of time.  The LDS missionaries I’ve met around the world speak local languages at a high level because of their focus on speaking with natives many hours per day.

Awesome classroom instruction also includes lots of native input.  A commenter on my blog, mm172001, wrote this comment:

In the full immersion classes we were introduced to culture; ex in Spanish class in high school we would listen to Mexican radio stations and watch Spanish tv with no subtitles. In ASL our teacher would tell us stories about her weekend, when we only knew partial vocab and had to infer the rest to pick up signs.

As he described, they had to navigate through native input right away.  Radio, TV, and story telling required them to work actively in the language from the beginning.

Switching off English and switching on the other language full blast offers a classroom experience in which students really learn quickly and effectively.

Awesome instruction comes from imitating a native environment

Active speaking and listening make awesome language learning possible.  In my best experiences, conversation only in the foreign language and speaking the language through talking and recitation produced my best learning.  For two others I mentioned, only allowing the language in class and encouraging students to engage in active listening produced awesome learning experiences. In conjunction with my point in my last post, the most important point is to speak constantly and grapple with native input all the time, whether inside or outside the classroom.  Only classes based on communication exclusively in the target language will produce awesome results.


8 thoughts on “Awesome language classrooms create a foreign environment

  1. Richard,

    Again, such a wonderful post. I’m a fan.! I heartily agree with your points, having been on both the learning and the teaching ends of the language acquisition experience.

    What I should quickly correct (and I’ll also do so in my own post you’ve quoted), is that those Mormon missionaries who were challenged to SYL (Speak Your Language), did so, not after 76 hours of instruction, but 76 hours of simply being in the MTC, period. In other words. they’d had only a weekend of language exposure to their new language, of which perhaps six hours had been devoted to concentrated classroom language instruction, and then were challenged to hold their mother tongue completely and speak only their new language.

    Every time that SYL day hit, I witnessed the physical and emotional and spiritual effect on these young people, some of whom had never been exposed to another language but English their entire lives. It was remarkable!

    Over my years teaching German there, representatives from the US military visited our classroom several times. They were justifiably curious about how total foreign language debutantes like this missionaries could acquire fluency (though not perfection) in an eight week period. After just two months, these young volunteers were shipped off to all places on the globe to their areas of assignment (to Bangkok, Kiev, Krakow, all over the globe) to then work daily in their language.

    Pretty amazing stories of hard work, dedication and faith! My daughter is a volunteer LDS missionary right now in Italy (serving in Rome, but she started her service in Sicily), and has learned Italian. She’s never been happier n her life. I’ll be posting more on her experience. If your curious about how the MTC looks from day one, here’s my post on her arrival at the MTC:

    Again, I’m loving your blog,and am recommending it to all my readers!—M.


    1. I’m so impressed with the LDS philosophy with learning languages. The goal is to speak to folks in a language, so you just start. I would love to see the transformations your students underwent.

      Thank you for your hearty endorsement! I appreciate your support.


  2. Rachel

    I’ve absolutely got to agree. Since most of my language learning HAS happened in classrooms rather than individually, this is definitely something I’ve noticed. Whenever I enroll somewhere to learn a new language, one of the questions I always ask is, “How much English is spoken in the classroom? How much Spanish/Korean/French/etc?”

    One of the quickest language learning experiences I had was with AUSLAN (Australian Sign Language). When we arrived, there were signs at the door saying, “You are entering the Deaf community. Please leave your voices at the door.” Our teacher was Deaf, no hearing aides, and never spoke with us (he said he only ever speaks with his close family). So from the first lesson, we had to communicate entirely through AUSLAN or through miming. So naturally, we picked up the basics very quickly!

    Some of the best places I’ve found for learning languages are at the “ethnic schools”. These are places where all of the parents and teachers and most of the children speak the target language as a mother tongue (often with dubious English, particularly in the case of the parents!). So naturally, most of the teaching is in the target language, from the three-year-olds up. So much more effective than learning in a normal school!

    On the other – very ineffective – end of the scale, I’ve had to learn a couple of languages in high school settings. This is the worst, because most of the other children couldn’t care less about learning the language, and often the teacher speaks the target language as a second language herself. I recently had to switch from the ethnic school to the local high school for Spanish, for various reasons, and when I went for an interview with the teacher at the end of last year, I asked, “How much English is spoken in the classroom?”. She assured me that there was very little and that she used mostly Spanish to teach… I was very disappointed this year to find that almost all of the teaching is in English, conversation is almost entirely in English. I often make a point to speak Spanish to the teacher and the other students, and the students just look back at me blankly and the teacher replies in English… very disheartening.

    I think Australia has a problem. My father was raised in England and learnt French and German at school there… He says that from an early age (as young as eight or so), he was required to speak only French in the appropriate classroom, and had to use French to ask for permission to speak English! He is constantly disappointed when I tell him about all the English used over here, because he says that after four YEARS of learning, the students SHOULD be able to spend an hour just in the target language!


    1. I feel for you. The ethnic schools sound great. I’m going to look at those sorts of resources. Unfortunately, I’ve even heard the Somalis here complain that the Somali school is not effective.


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