Guest post by Douglas W. Green, EdD
Many English speakers lament their struggles with learning foreign languages, often believing it’s an inherent difficulty. But is it truly about aptitude, or are there deeper systemic issues at play, particularly within traditional educational settings? My personal journey and observations suggest it’s less about inherent inability and more about ineffective approaches to Learning A Foreign Language.
My own early forays into language learning were less than inspiring. High school French classes felt like a chore, culminating in a lackluster 75% in French I and subsequent confusion in French II. German I and II followed, slightly easier perhaps, but still a struggle despite the simpler spelling (though those three definite articles!). College German, required for my Chemistry major, resulted in two hard-earned C’s, and a sense of relief at leaving foreign languages behind. It wasn’t until Army basic training, during a foreign language aptitude test, that a surprising revelation emerged: I supposedly had a high aptitude for learning a foreign language – a stark contrast to my high school experiences.
Years later, preparing for a trip to Sweden to visit my mother’s relatives sparked a different kind of language learning experience. Armed with Berlitz tapes, my wife and I immersed ourselves in basic Swedish. This wasn’t about grades or requirements; it was about genuine communication. At the dinner table in Sweden, interactions were initially tiring, relying on pointing and simple questions like “what do you call that?” and “how much does that cost?”. Yet, something shifted. Before long, I was constructing understandable sentences and receiving encouraging compliments.
This success stood in stark contrast to my high school French and German failures. Why? Immersion was a key factor, undoubtedly. Sweden provided a rich, real-world context for language use, and my motivation was intrinsically high. These crucial elements were notably absent from my formal high school language classes.
The Unexpected Language Lab: Refugee Students
Later, as principal of Woodrow Wilson Elementary, I gained another profound insight. A significant 25% of my students were refugees, many arriving with little to no English. I witnessed firsthand the rapid language acquisition of these children. They entered school speaking no English and, remarkably quickly, became fairly fluent. It was also clear that younger students learned English faster than their older siblings, a phenomenon supported by research. (It’s worth noting that these refugee students were consistently among my most diligent and well-behaved.)
Jay Mathews, education columnist for the Washington Post, points out that “there is little evidence that many students achieve much fluency in high school.” This issue seems rooted in the artificial nature of language instruction in schools. Typically, students spend a mere 40 minutes daily on a foreign language, isolated from the English-speaking environment of their other classes. Furthermore, teachers often assume a mastery of English grammar that many students, myself included, simply don’t possess.
My refugee students, however, were immersed in an “ocean” of English throughout their day. This immersion is a significant part of their rapid progress. It also mirrors my Swedish learning experience. Even Swedish television, offering programs in Swedish or English with Swedish subtitles, proved to be a potent learning tool.
Why the Struggle for English Speakers?
English speakers often express frustration with their perceived inability to learn a foreign language. However, this shouldn’t be surprising when considering typical language education timelines. In the US, second language instruction rarely begins before age 12, often coinciding with puberty. Research suggests that language learning becomes more challenging after puberty. Essentially, US schools often introduce foreign languages when it’s already biologically harder for students to acquire them easily.
In contrast, Swedish students begin learning English in the 3rd grade. Furthermore, in many countries, English is more prevalent in homes and society. Visiting families in Quebec, France, and Sweden, I’ve observed firsthand the presence of English speakers and English media. The widespread global presence of English makes it easier for native English speakers to travel without needing to learn a foreign language, as locals often want to practice their English.
Consider global media too. Across the world, popular music is often in English, and blockbuster movies are predominantly English-language productions. Traveling internationally exposes English speakers to a constant stream of English media.
However, I believe the most critical factor is motivation. In high school and college, my motivation to learn a foreign language was virtually non-existent. For many US students, the primary motivator is grades or simply passing. My Swedish language learning, driven by the desire to connect with relatives, was fueled by genuine motivation. Research consistently underscores the crucial role of motivation in any learning process.
A Path Forward: Reimagining Language Learning
While widespread changes in US school systems, such as starting language instruction in elementary school, might be challenging due to resource constraints, there are impactful steps parents and educators can take. Simply introducing language specialists into elementary schools for brief periods might not yield the desired fluency.
Real fluency likely starts at home. Bilingual parents should actively use their native language at home. Parents motivated to learn a foreign language themselves should involve their children in the process. Seeking out immersive experiences, like trips to places where only the target language is spoken, can be incredibly beneficial.
Semester abroad programs offer older students immersion opportunities. However, placement is key. Avoid homes where families primarily want to practice English. Opt for smaller towns where English is less common, and ideally, families where parents don’t speak English. Ultimately, a student’s attitude and motivation remain paramount.
Encourage children to interact with native speakers. When my three-year-old daughter visited Swedish cousins, her interactions with my cousin’s older children were mutually beneficial – the Swedish children practiced English, and my daughter was exposed to Swedish. Seek out children’s media in the target language. Even now, I enjoy watching children’s programs in French and Swedish for language reinforcement.
For parents whose first language isn’t English, recognize the value of your native tongue. Encourage your children to learn it, emphasizing the cognitive benefits of bilingualism. Wealthy families employing caregivers whose first language isn’t English have a unique opportunity – encourage these caregivers to teach your children their native language.
The traditional model of fragmented 40-minute subject blocks seems particularly ineffective for learning a foreign language. Perhaps self-paced online courses with rich media could offer a more engaging and contextualized learning experience, even if motivation remains a separate challenge. Given the shortcomings of traditional methods, exploring alternative approaches is essential. Ultimately, fostering genuine motivation is the most crucial ingredient in successful language learning.
Resources from the article:
Alban, Deane. The Brain Benefits of Learning a Second Language, Be Brain Fit. Downloaded May 25, 2017, //bit.ly/2qTxVPy
Edmonds, Molly. What’s the best age to learn a new language? How Stuff Works Culture, Downloaded May 25, 2017, //bit.ly/2qTsaSd.
Learning a Second Language Is Easier for Children, But Why? The course website and blog for the Fall 2014 semester of Penn State’s SC200 course, //bit.ly/2qTsy2Z.
Mathews, Jay. Why waste time on a foreign language?, Washington Post, April 22, 2014, //wapo.st/2qToXSw
McWhorter, John. The Story of Human Language, 2004, The Teaching Company, Audible original recording.
Oroujlou, Nasser. Motivation, attitude, and language learning, Science Direct, Volume 29, 2011, Pages 994-1000, //bit.ly/2qT7QjG.
Dr. Doug Green is a former teacher of chemistry, physics, and computer science. He has held administrative positions of K-12 science chair, district director of computer services, director of instruction, and elementary principal. He teaches leadership courses for teachers working on administrative certification, and has authored hundreds of articles in computer magazines and educational journals. He retired in 2006 to care for his wife who had Lou Gehrig’s disease. After her death in March of 2009, he started his blog to provide free resources and book summaries for busy educators and parents. You can follow him on Twitter @DrDougGreen.
