Foreign Language Fluency
Discussion of All Aspects of Language Learning and Fluency
Foreign Language Fluency
Growing Interest in the Study of Hebrew and Arabic
Many more people are studying Hebrew and Arabic than ever before. This is, of course, a beneficial development. Those of Jewish, Christian and Muslim backgrounds have studied Hebrew and Arabic for religious reasons from the time of the founding of their religions. It is a given that this will continue in the future. In addition, there has been a steady rise in the secular study and enjoyment of these languages.
One source for this growth has been in the travel arena. For example, people of all ethnic backgrounds interested in visiting historical or cultural sites within Israel have often found that knowing some Hebrew provides a much richer travel experience. As an additional example, those who explore ancient antiquities and sites in Egypt can have a fuller experience by speaking some Arabic. Of course, knowing some of the language of any country that one is visiting is beneficial.
There have always been economic reasons for the study of these two languages by, for example, US business people. If you want to trade or do business with someone, knowing some of their language can bring a closer connection and thus more successful business outcomes. In addition, many more people are studying Arabic in the United States in recent years because of the increase in US government employment for those with such knowledge.
As noted above, the main reasons for study of these languages have been for religious, travel, business or employment reasons. Unfortunately, many who might have studied these languages for the simple reason of cultural-interest have not done so. There is a rich body of secular, non-political literary and cultural writings written in Hebrew and Arabic that is not being read by enough people. With the modern revival of Hebrew as a spoken language, there has been a flowering of Hebrew literature; for example, we have the works of such authors as Shmuel Yosef Agnon, Ephraim Kishon, Yehoshua Sobol , Yaakov Shabtai, A. B. Yehoshua, Irit Linur , Amos Oz, Irit Linur, Etgar Keret and Yehoshua Sobol. Arabic on the other hand has had an unbroken secular literary tradition for centuries; as with Hebrew, there is something for everyone in this literary tradition.
I studied Russian during the end of the Cold War and many I knew saw such study as nonsensical. In the context of the times, they could not see the benefit of reading the literary masterpieces of the likes of Tolstoy, Pushkin or Dostoyevsky in the original Russian. For those out there who have a similar cultural interest in Hebrew or Arabic, I would suggest that they dive into the study of these languages. Regardless of one’s religious or ethnic background, the secular literary and cultural traditions of these languages offer a great deal to those who explore them.
One source for this growth has been in the travel arena. For example, people of all ethnic backgrounds interested in visiting historical or cultural sites within Israel have often found that knowing some Hebrew provides a much richer travel experience. As an additional example, those who explore ancient antiquities and sites in Egypt can have a fuller experience by speaking some Arabic. Of course, knowing some of the language of any country that one is visiting is beneficial.
There have always been economic reasons for the study of these two languages by, for example, US business people. If you want to trade or do business with someone, knowing some of their language can bring a closer connection and thus more successful business outcomes. In addition, many more people are studying Arabic in the United States in recent years because of the increase in US government employment for those with such knowledge.
As noted above, the main reasons for study of these languages have been for religious, travel, business or employment reasons. Unfortunately, many who might have studied these languages for the simple reason of cultural-interest have not done so. There is a rich body of secular, non-political literary and cultural writings written in Hebrew and Arabic that is not being read by enough people. With the modern revival of Hebrew as a spoken language, there has been a flowering of Hebrew literature; for example, we have the works of such authors as Shmuel Yosef Agnon, Ephraim Kishon, Yehoshua Sobol , Yaakov Shabtai, A. B. Yehoshua, Irit Linur , Amos Oz, Irit Linur, Etgar Keret and Yehoshua Sobol. Arabic on the other hand has had an unbroken secular literary tradition for centuries; as with Hebrew, there is something for everyone in this literary tradition.
I studied Russian during the end of the Cold War and many I knew saw such study as nonsensical. In the context of the times, they could not see the benefit of reading the literary masterpieces of the likes of Tolstoy, Pushkin or Dostoyevsky in the original Russian. For those out there who have a similar cultural interest in Hebrew or Arabic, I would suggest that they dive into the study of these languages. Regardless of one’s religious or ethnic background, the secular literary and cultural traditions of these languages offer a great deal to those who explore them.
Reasons for Studying a Foreign Language
Although any reason is a good reason to study a foreign language, the following are some of the main motivations for people to do so:
- Travel interest in areas where the language is spoken
- Ethnic ancestry from the area where the language is spoken
- Primary use at work: teach the language, or work as a translator, interpreter, etc.
- Secondary use at work: business, social worker with clients who speak the language, etc.
- Language requirement for an undergraduate university degree
- University graduate level programs that require students to achieve a moderate level of fluency in one or more languages. For example, the fields of history and anthropology usually require this.
- The language is spoken in the area where one lives. For example, those living in Texas or Arizona must learn at least some Spanish.
- General social or cultural interest. For example, interest in the art of France, the music of Mexico, etc.
Classical Mythology and the Latin Language
I recently thought of an additional reason to study Latin. While I took a class in Greek mythology last year I thought about how wonderful it would be to be fluent in Latin (or classical Greek) in order to fully appreciate this literature. It would be great to read, for example, Metamorphoses by Ovid in Latin, or the works of Hesiod in ancient Greek.
In high school Latin class we frequently read short passages on mythology in Latin, well below the level of fluency but with much enjoyment. I feel I gained an insight into mythology that I would not have had if I only studied it in English. There no doubt are many talented translators with a literary touch who have expertly rendered these classics into English. By all means they should be enjoyed in whatever format that readers can understand.
In my recent college class we read many pages of mythology, an amount that we never would have had time (or the fluency) to cover in my high school Latin class. This reminds me of an English-based Russian literature class in college that all of us Russian majors had to take. Among the books assigned was War and Peace in English. In our Russian-based classes we read short stories and some short books but in the interest of time we read the large works in a separate class, in English.
It is very rewarding to read literature, including mythology, in one’s native language - but it is even better to read it in the original language. (For example, I found Tolstoy in English much less interesting than Tolstoy in Russian.) Reading original sources is very enjoyable. Some things can not be translated, such as the organic feel of a text read in the language conveyed by the original author. Studying Latin (or ancient Greek) can provide just such an experience, not just of reading literature from “inside” the Roman and ancient Greek cultures, but of reading mythology from the “inside”.
In high school Latin class we frequently read short passages on mythology in Latin, well below the level of fluency but with much enjoyment. I feel I gained an insight into mythology that I would not have had if I only studied it in English. There no doubt are many talented translators with a literary touch who have expertly rendered these classics into English. By all means they should be enjoyed in whatever format that readers can understand.
In my recent college class we read many pages of mythology, an amount that we never would have had time (or the fluency) to cover in my high school Latin class. This reminds me of an English-based Russian literature class in college that all of us Russian majors had to take. Among the books assigned was War and Peace in English. In our Russian-based classes we read short stories and some short books but in the interest of time we read the large works in a separate class, in English.
It is very rewarding to read literature, including mythology, in one’s native language - but it is even better to read it in the original language. (For example, I found Tolstoy in English much less interesting than Tolstoy in Russian.) Reading original sources is very enjoyable. Some things can not be translated, such as the organic feel of a text read in the language conveyed by the original author. Studying Latin (or ancient Greek) can provide just such an experience, not just of reading literature from “inside” the Roman and ancient Greek cultures, but of reading mythology from the “inside”.
Politics, Languages and Dialects, and Foreign Language Study
I have been thinking for some time about languages and dialects. In essence, every form of a language is a dialect. It is mainly through history and politics that a certain dialect becomes the ‘standard’ dialect. The dialect that is embraced by the political capital of a country is usually the ‘standard’ dialect.
Unfortunately, the issue of dialects has become a political football within the United States and in many other countries. In the US, much of the controversy has to do with what dialect of English is taught as ‘correct’ in the public schools and what dialects are considered ‘wrong’. It is a big mistake to consider a non-standard American English dialect to be ‘broken English’. The conflict in the US over this has to do with the belief among some that one of things holding back many African-American children in public schools is that the dialect many speak, African American Vernacular English (AAVE) or ‘Ebonics’, is labeled as ‘broken English’ and ‘wrong’. It is said that this label lowers self-esteem and holds back achievement. I disagree with that assessment. In my home and neighborhood growing up, we had many ways of saying things that were not standard, for example we would say “I’m doing good” as well as “ain’t”, etc. I continued to speak the way I always did at home and in my neighborhood - but I learned SAE thoroughly at school. And learning SAE helped much more than it harmed.
I believe that public schools in the United States should always teach Standard American English (SAE) by default, but should also spend a little time discussing dialects such as AAVE and Appalachian English. No judgments should be made against the ‘non-standard’ dialects. It should instead be noted that all forms of a language are dialects and that ‘non-standard’ forms - though not always taught - deserve respect in their own right. The reason why I think that one dialect should be taught on a day to day basis is that we simply don’t have the resources to teach all the countless dialects within the public schools, and if we did students would end up not learning any dialect. Not knowing the standard dialect puts people at great disadvantage. For example, international commerce accepts SAE as the dialect of communication with the US, right or wrong.
When I learned some German and visited Germany I was amazed by the number of dialects. The reason why so many have survived and thrived is that Germany took much longer to be unified than other European countries, so it took longer for a ‘standard German’ to gain traction; and when it did its power was somewhat limited. I have found that with Spanish the case is even more diverse. There is no ‘standard Spanish’, however there is a ‘Standard Mexican Spanish’ for example.
When learning a foreign language the same approach can be used as in the case with SAE. Learn the standard dialect but respect the non-standard dialects. Learning non-standard dialects up front can lead to a lot of confusion and a melding of dialects that is unnatural and incorrect. A German warned me about this years ago. He said that is it ok to learn dialects, but make sure to be consistent. I agree with this assessment. Speaking German with a combination of Berlin, Bavarian and platt-Deutsch dialectical elements could sound downright crazy. The last thing we need in learning a foreign language is additional confusion.
A good route to go is:
• Learn the ‘standard’ dialect with the ‘standard’ accent very well (realizing that it in reality is the politically-sanctioned version).
• Then gain exposure to other dialects and accents, developing a real respect and appreciation for them.
• If you really have the ‘standard’ down, perhaps pick some interesting dialects and try to learn them. But realize that doing so might bring a tear to the eye of some native speakers who may have never heard a non-native speaker try to learn their dialect.
Unfortunately, the issue of dialects has become a political football within the United States and in many other countries. In the US, much of the controversy has to do with what dialect of English is taught as ‘correct’ in the public schools and what dialects are considered ‘wrong’. It is a big mistake to consider a non-standard American English dialect to be ‘broken English’. The conflict in the US over this has to do with the belief among some that one of things holding back many African-American children in public schools is that the dialect many speak, African American Vernacular English (AAVE) or ‘Ebonics’, is labeled as ‘broken English’ and ‘wrong’. It is said that this label lowers self-esteem and holds back achievement. I disagree with that assessment. In my home and neighborhood growing up, we had many ways of saying things that were not standard, for example we would say “I’m doing good” as well as “ain’t”, etc. I continued to speak the way I always did at home and in my neighborhood - but I learned SAE thoroughly at school. And learning SAE helped much more than it harmed.
I believe that public schools in the United States should always teach Standard American English (SAE) by default, but should also spend a little time discussing dialects such as AAVE and Appalachian English. No judgments should be made against the ‘non-standard’ dialects. It should instead be noted that all forms of a language are dialects and that ‘non-standard’ forms - though not always taught - deserve respect in their own right. The reason why I think that one dialect should be taught on a day to day basis is that we simply don’t have the resources to teach all the countless dialects within the public schools, and if we did students would end up not learning any dialect. Not knowing the standard dialect puts people at great disadvantage. For example, international commerce accepts SAE as the dialect of communication with the US, right or wrong.
When I learned some German and visited Germany I was amazed by the number of dialects. The reason why so many have survived and thrived is that Germany took much longer to be unified than other European countries, so it took longer for a ‘standard German’ to gain traction; and when it did its power was somewhat limited. I have found that with Spanish the case is even more diverse. There is no ‘standard Spanish’, however there is a ‘Standard Mexican Spanish’ for example.
When learning a foreign language the same approach can be used as in the case with SAE. Learn the standard dialect but respect the non-standard dialects. Learning non-standard dialects up front can lead to a lot of confusion and a melding of dialects that is unnatural and incorrect. A German warned me about this years ago. He said that is it ok to learn dialects, but make sure to be consistent. I agree with this assessment. Speaking German with a combination of Berlin, Bavarian and platt-Deutsch dialectical elements could sound downright crazy. The last thing we need in learning a foreign language is additional confusion.
A good route to go is:
• Learn the ‘standard’ dialect with the ‘standard’ accent very well (realizing that it in reality is the politically-sanctioned version).
• Then gain exposure to other dialects and accents, developing a real respect and appreciation for them.
• If you really have the ‘standard’ down, perhaps pick some interesting dialects and try to learn them. But realize that doing so might bring a tear to the eye of some native speakers who may have never heard a non-native speaker try to learn their dialect.
Secondary Schools and the Phasing Out of German, French and Latin
In recent years in the US, certain languages have been deemed less worthwhile than they were previously. Across the country, many secondary school administrators are wrestling with the following question: Should we phase out teaching languages connected with the cultural history of the United States in favor of languages associated with newly dominant economic and political forces of the world? In the United States, should we stop teaching German, French and Latin (key languages in US cultural history) in favor of Mandarin Chinese (especially the simplified version found in the economic powerhouse mainland China) or Arabic (now being taught more often due to modern geopolitical events)?
The question could be phrased as follows:
Should a country favor the teaching of languages (in its secondary schools) that are associated with its predominant cultural history, solely offer languages tied to currently predominant global economics and politics, or should it do both?
I would make the case that United States should continue to offer German, French and Latin to secondary students (Spanish, another language tied to our cultural history, is under no threat of being eliminated; thankfully, it will always be with us) because they are part of the foundation of our country; at the very least they can help us to understand and use our own language better.
Having taken Mandarin Chinese and Arabic classes, I can say these languages, magnificent and beautiful in their own right, should be reserved only for the most advanced secondary students - those who have proven that they can master Spanish, German, French or Latin. Mandarin Chinese and Arabic are simply too complex for most US students to master the basics of. Nevertheless, the best of all worlds would be to offer Spanish, German, French, Latin, Mandarin Chinese and Arabic (any maybe additional languages such as Japanese). Allocation of more financial resources to language study would serve our students well; surely we could get these crucial funds from somewhere.
The question could be phrased as follows:
Should a country favor the teaching of languages (in its secondary schools) that are associated with its predominant cultural history, solely offer languages tied to currently predominant global economics and politics, or should it do both?
I would make the case that United States should continue to offer German, French and Latin to secondary students (Spanish, another language tied to our cultural history, is under no threat of being eliminated; thankfully, it will always be with us) because they are part of the foundation of our country; at the very least they can help us to understand and use our own language better.
Having taken Mandarin Chinese and Arabic classes, I can say these languages, magnificent and beautiful in their own right, should be reserved only for the most advanced secondary students - those who have proven that they can master Spanish, German, French or Latin. Mandarin Chinese and Arabic are simply too complex for most US students to master the basics of. Nevertheless, the best of all worlds would be to offer Spanish, German, French, Latin, Mandarin Chinese and Arabic (any maybe additional languages such as Japanese). Allocation of more financial resources to language study would serve our students well; surely we could get these crucial funds from somewhere.
Fluency: Speaking, Listening, Reading, Writing
If one were to ask me how to become fluent in a foreign language, I would offer the following suggestions. Although this is based on my own experience and the languages I have studied, I believe this can be generalized to other languages.
Ideally, the best way to become fluent in a language is to live in a country or region where the language is spoken for a minimum of 5 years; work, study and have an active social life there; and avoid speakers of your own native language. By the end of 5 years, you will really be on the road to fluency. Since most are not able to do this, the issue becomes how one can become fluent in a language in a country or region where that language is not spoken. Fluency applies to the following areas: speaking, listening, reading and writing.
Many would vehemently disagree, and I respect their opinion, but I believe that a student of a language can gain the most in the shortest time by starting out with grammar instruction in some form of traditional classes. The grammar of most languages can be covered in the equivalent of four college courses. Some say it is unnatural to learn the basics of a language that way. This is just laying the groundwork for future growth. In the United States today, there is often a desire to learn languages in an unstructured manner, avoiding the initial stages of grammar instruction. Unfortunately this often leads to grammatically incorrect speech. Many foreigners are pleased that those from the US are learning their language but request that we address our glaring grammatical mistakes.
I believe that two years of grammar instruction must be in conjunction with the four areas noted above (speaking, listening, reading and writing), not instead of those four items. This grammar instruction could be at a community college, four year college or university, language school, with a private tutor where the same material is covered, etc. A community college class is usually less than ½ the cost of a four year college class, but wherever the best instructor is for you, that is the best place to go. There is of course that rare person who can get through multiple language textbooks and workbooks at home without needing instruction; I was not that individual, so I took classes.
Students need to begin the following as soon as possible and make them part of their, hopefully daily, routine. This is in addition to any explicit instruction the student is receiving.
Speaking. The best route to learn how to speak a language is to begin regularly attending a conversation group as soon as possible. There are people of all levels in these groups, from beginner to advanced and native speakers. It is best to listen a great deal and gradually join in with what you currently know. The main thing is not to be intimidated, to be involved, and use the group as a motivator to learn more.
Listening. A conversational group will help a great deal in this regard. In addition, it is good to watch television programs and movies in the language, preferably without subtitles. If you are just beginning, try to pick out individual words you know in order to get the gist of what is being said. In addition, materials such as Rosetta Stone and Pimsleur are quite helpful in this regard.
Reading. It is best to start out with parallel-text books so that you don’t have to look up every word that you see (see previous blog entry on parallel-texts). Beginners often feel that they need to wait a while before trying to read in the language, relying on passages read in class to take them where they need to go. Building up one’s vocabulary takes a long time, so it is best to read on a regular basis as soon as possible. After a period of reading parallel texts, i.e. short stories with English on one side and the other language on the other site, you will have enough vocabulary to go to the next level. At this point, think about what subjects you like to read about. Find web pages in that subject and pull up an online dictionary in another browser window for looking up words. An option to keep in mind: there is a Wikipedia site available for any language you would like to study.
Writing. This is one of the most challenging skills to acquire. Explicit instruction is the best way to learn how to write in the language. There need to be writing assignments that are given out, collected and then given back with feedback written on them. To make this effective, there needs to be effective communication between student and teacher. Students need to make sure they understand the feedback; if they don’t understand it then it is not beneficial.
In a nutshell, fluency in a language involves fluency in speaking, listening, reading and writing. The above approaches, in conjunction with some explicit grammar instruction, will move you well along the path to fluency in the language of your choosing.
Ideally, the best way to become fluent in a language is to live in a country or region where the language is spoken for a minimum of 5 years; work, study and have an active social life there; and avoid speakers of your own native language. By the end of 5 years, you will really be on the road to fluency. Since most are not able to do this, the issue becomes how one can become fluent in a language in a country or region where that language is not spoken. Fluency applies to the following areas: speaking, listening, reading and writing.
Many would vehemently disagree, and I respect their opinion, but I believe that a student of a language can gain the most in the shortest time by starting out with grammar instruction in some form of traditional classes. The grammar of most languages can be covered in the equivalent of four college courses. Some say it is unnatural to learn the basics of a language that way. This is just laying the groundwork for future growth. In the United States today, there is often a desire to learn languages in an unstructured manner, avoiding the initial stages of grammar instruction. Unfortunately this often leads to grammatically incorrect speech. Many foreigners are pleased that those from the US are learning their language but request that we address our glaring grammatical mistakes.
I believe that two years of grammar instruction must be in conjunction with the four areas noted above (speaking, listening, reading and writing), not instead of those four items. This grammar instruction could be at a community college, four year college or university, language school, with a private tutor where the same material is covered, etc. A community college class is usually less than ½ the cost of a four year college class, but wherever the best instructor is for you, that is the best place to go. There is of course that rare person who can get through multiple language textbooks and workbooks at home without needing instruction; I was not that individual, so I took classes.
Students need to begin the following as soon as possible and make them part of their, hopefully daily, routine. This is in addition to any explicit instruction the student is receiving.
Speaking. The best route to learn how to speak a language is to begin regularly attending a conversation group as soon as possible. There are people of all levels in these groups, from beginner to advanced and native speakers. It is best to listen a great deal and gradually join in with what you currently know. The main thing is not to be intimidated, to be involved, and use the group as a motivator to learn more.
Listening. A conversational group will help a great deal in this regard. In addition, it is good to watch television programs and movies in the language, preferably without subtitles. If you are just beginning, try to pick out individual words you know in order to get the gist of what is being said. In addition, materials such as Rosetta Stone and Pimsleur are quite helpful in this regard.
Reading. It is best to start out with parallel-text books so that you don’t have to look up every word that you see (see previous blog entry on parallel-texts). Beginners often feel that they need to wait a while before trying to read in the language, relying on passages read in class to take them where they need to go. Building up one’s vocabulary takes a long time, so it is best to read on a regular basis as soon as possible. After a period of reading parallel texts, i.e. short stories with English on one side and the other language on the other site, you will have enough vocabulary to go to the next level. At this point, think about what subjects you like to read about. Find web pages in that subject and pull up an online dictionary in another browser window for looking up words. An option to keep in mind: there is a Wikipedia site available for any language you would like to study.
Writing. This is one of the most challenging skills to acquire. Explicit instruction is the best way to learn how to write in the language. There need to be writing assignments that are given out, collected and then given back with feedback written on them. To make this effective, there needs to be effective communication between student and teacher. Students need to make sure they understand the feedback; if they don’t understand it then it is not beneficial.
In a nutshell, fluency in a language involves fluency in speaking, listening, reading and writing. The above approaches, in conjunction with some explicit grammar instruction, will move you well along the path to fluency in the language of your choosing.
Spanish Linguistics or Romance Linguistics
Next year I am planning to apply to a Masters program in either Spanish Linguistics or Romance Linguistics. I am leaning toward solely studying Spanish linguistics because I am planning to teach only Spanish in the future, and not any other Romance language or general linguistics.
While I think it is quite beneficial to study multiple languages within a family, I am trying to have a more focused approach. Although I have studied several languages and work regularly to maintain my proficiency in three of them, at the graduate level I need to focus on a specific language. If my goal were to teach linguistics, I would get an MA in Linguistics (General), or an MA in Romance Linguistics, and possibly get a PhD.
At this point in time, I am thinking about what I am going to do with what I learn. I am always one to justify studying any language in one's spare time, using books, the internet, audio CD's, etc. It is admirable to follow one's curiosity in this regard. It is beneficial to study any language at the undergraduate level, even getting a BA in any language of interest. I got a BA in Russian, loved every minute of studying it, and though I have only used it a little bit professionally, I would do it all over again.
However, at the graduate level, with in-state tuition running around $1500 per course, I have decided to have more focus. While many fields only care if someone has a BA or BS, regardless of major, getting an MA and not specifically using what one has learned in the program is kind of a travesty. In sum, since I plan on teaching Spanish and not linguistics, I am leaning towards an MA in Spanish Linguistics, or possibly an MA in Spanish Literature.
Does anyone out there have an MA in Spanish Linguistics, Spanish Literature, Romance Linguistics or General Linguistics? I am curious whether you have been satisfied with your choice or whether you would have opted for one of the other programs. It would also be excellent to hear the views of students with Masters degrees in other languages, or hear the opinion of anyone on these matters.
While I think it is quite beneficial to study multiple languages within a family, I am trying to have a more focused approach. Although I have studied several languages and work regularly to maintain my proficiency in three of them, at the graduate level I need to focus on a specific language. If my goal were to teach linguistics, I would get an MA in Linguistics (General), or an MA in Romance Linguistics, and possibly get a PhD.
At this point in time, I am thinking about what I am going to do with what I learn. I am always one to justify studying any language in one's spare time, using books, the internet, audio CD's, etc. It is admirable to follow one's curiosity in this regard. It is beneficial to study any language at the undergraduate level, even getting a BA in any language of interest. I got a BA in Russian, loved every minute of studying it, and though I have only used it a little bit professionally, I would do it all over again.
However, at the graduate level, with in-state tuition running around $1500 per course, I have decided to have more focus. While many fields only care if someone has a BA or BS, regardless of major, getting an MA and not specifically using what one has learned in the program is kind of a travesty. In sum, since I plan on teaching Spanish and not linguistics, I am leaning towards an MA in Spanish Linguistics, or possibly an MA in Spanish Literature.
Does anyone out there have an MA in Spanish Linguistics, Spanish Literature, Romance Linguistics or General Linguistics? I am curious whether you have been satisfied with your choice or whether you would have opted for one of the other programs. It would also be excellent to hear the views of students with Masters degrees in other languages, or hear the opinion of anyone on these matters.
Initial Entry for German/Germanic Linguistics
I am very interested in all aspects of Germanic linguistics. This category covers all of the Germanic languages - except English, which has its own category.
Examples of Germanic languages covered: German, Dutch, Norwegian, Swedish, Danish, Icelandic, Frisian, Afrikaans and Yiddish.
Examples of Germanic languages covered: German, Dutch, Norwegian, Swedish, Danish, Icelandic, Frisian, Afrikaans and Yiddish.
Romance Linguistics
This category covers the linguistics of all the Romance languages, including Spanish, French, Italian, Portuguese, Romanian, etc.
On this excellent site there is a list of all the Romance languages.
http://www.orbilat.com/General_Survey/List_of_Romance_Languages.html
On this excellent site there is a list of all the Romance languages.
http://www.orbilat.com/General_Survey/List_of_Romance_Languages.html
State Tests for Teacher Certification in Foreign Languages
I am presently scheduled to take the MTTC test (Michigan Test for Teacher Certification) in Spanish in July. As part of the federal No Child Left Behind (NCLB law, teachers in Michigan public schools have to be "highly qualified". One of the requirements for achieving this status is to pass this test.
This is the web site for the test: www.mttc.nesinc.com/
By the time students are taking the MTTC test for a language, they usually have completed all the grammar courses for the language either in a BA program or a post-Bachelor teacher certification program.
I am not sure if it is a federal, state or school requirement only, but we are also required to take the telephone-based Oral Proficiency Interview (OPI). This is an expensive evaluation where the student speaks with a tester on the phone who probes student knowledge and understanding of the language by asking various questions and bringing up various topics. In order for a student to teach Spanish in Michigan, he or she needs to score at the level of "Advanced Low" or higher. An earlier blog entry on the theme of "fluency" lists all the various ACTFL levels, of which "Advanced Low" is one.
Site for the OPI: www.languagetesting.com/acad_opi.htm
In order to prepare for the July MTTC, I am reading 1/2 hour of Spanish a day. To improve my listening skills both for this test and the OPI, I am watching 1/2 hour a day of Spanish clips on the internet or Spanish movies. I am also attending a Spanish conversation group for 1 hour a week.
It would be interesting to hear how other students have prepared for or scored in the MTTC or OPI for Spanish or other languages. If you are not in Michigan, it would be interesting to know what equivalent tests you are required to take.
This is the web site for the test: www.mttc.nesinc.com/
By the time students are taking the MTTC test for a language, they usually have completed all the grammar courses for the language either in a BA program or a post-Bachelor teacher certification program.
I am not sure if it is a federal, state or school requirement only, but we are also required to take the telephone-based Oral Proficiency Interview (OPI). This is an expensive evaluation where the student speaks with a tester on the phone who probes student knowledge and understanding of the language by asking various questions and bringing up various topics. In order for a student to teach Spanish in Michigan, he or she needs to score at the level of "Advanced Low" or higher. An earlier blog entry on the theme of "fluency" lists all the various ACTFL levels, of which "Advanced Low" is one.
Site for the OPI: www.languagetesting.com/acad_opi.htm
In order to prepare for the July MTTC, I am reading 1/2 hour of Spanish a day. To improve my listening skills both for this test and the OPI, I am watching 1/2 hour a day of Spanish clips on the internet or Spanish movies. I am also attending a Spanish conversation group for 1 hour a week.
It would be interesting to hear how other students have prepared for or scored in the MTTC or OPI for Spanish or other languages. If you are not in Michigan, it would be interesting to know what equivalent tests you are required to take.