How do kids learn languages so easily and so fast?

One of the questions that is often asked by many is how do children learn languages so easily, so well? In a recent study by Meredith Brinster, part of the answer may lie in the fact that kids generally figure out the words for themselves.  See the report here: I can’t help but believe that studies […]

why study needs to happen after you already know a language

In a facinating book, “The Hidden Connections” by Fritjof Capra I found a reference to the work of philosopher Michael Polyani. To quote Capra, “Whereas explicit knowledge can be communicated and documented through language, tacit knowledge is acquired through experience…” “tacit knowledge is always a precondition for explicit knowledge. It provides the context of meaning […]

automatic language growth (alg)

Some times you come across something that is so refreshingly simple, you wonder why people have not been doing it all along. This was how I felt when I attended my first ALG Thai class at AUA in Bangkok. Here was my first experience of a formal language learning environment that was completely non threatening, […]

the mif – mental image flash

The Source of ‘Real Language’ What is a MIF? If someone said to you, “Walk like a duck.” What would you do (provided you were willing to walk like a duck)? In your mind, you’d ‘flash’ a ‘mental image’ of a duck walking, and simply imitate it. Had you never seen a duck walking, this […]

comparing children with adults

I found this paper and it holds much of interest.  It’s a theme familiar to anyone who is connected with natural language acquisition.  I would love to begin constructive dialogue with everyone / anyone on any of the many aspects this paper touches on…

braingain – on engagment

Below is a letter I received that points out something we have learned through our ALG Programs – Engagement is the single most vital aspect of language acquisition there is! Dear Education Colleague, Thank you for joining our bi-monthly BrainGain™ email series designed for you, the community of education professionals. As we all know, the rudimentary […]

german ci study of pronunciation

In brief: Students in a comprehension approach German class in which speaking was not required (but not forbidden) did much better on a test of pronunciation (imitation) than traditional students. McCandless, P. and Winitz, H. 1986. Test of pronunication following one year of comprehension instruction in college German. Modern Language Journal 70 (4): 335-362. Four […]