Mexican Living: Todays Obsession

I would like to talk about one of my many obsessions: learning Spanish. I have been thinking about this lately mostly because I am under the impression that, though I've lived in Mexico for two years, my Spanish sucks in a major way.

Both Mexicans and Gringos tell me that my Spanish is good and that I speak like a native. Ha! Little do they know the truth.

I can say almost anything I need to in most situations. I can go to our general practitioner, Doctora Bello, and tell her what ails me. And, because she will consciously speak to me slowly, like speaking to a two-year-old child, I can understand her instructions on how to cure the third eye that grew in the middle of my forehead overnight.

My problem with Spanish is that, though I can ask or say almost anything, when a native speaker talks back to me, all I hear is something like the sound a machine gun when it goes off. I hear sounds but nothing that sounds like human speech. I can hear the rhythm but it is unintelligible most of the time.

This can be embarrassing, to say the least. Can you imagine how I function as an expat in this society? Here is the real kicker: My wife, who has trouble with accent and vocabulary, can understand the machine gun Spanish. It is amazing! I am so jealous! She understands far more than I can possibly hope to. I haven't the foggiest notion how she does it. I study day and night and memorize thousands of Spanish words. She doesn't and her fluency outshines mine any time of the day.

What is the deal here?

I've found that I am not alone. Many "older" expats in Mexico have the very same struggle. Though they've studied their hearts out, it is the "listening and comprehending" part of the language that is giving them the most fits.

The first discovery I made is there are some presuppositions that we "older" learners need to dump and dump quickly.

· there is no decline in the ability to learn as people get older;

· except for minor considerations such as hearing and vision loss, the age of the adult learner is not a major factor in language acquisition;

· the context in which adults learn is the major influence on their ability to acquire the new language. [1]

Older foreign language learners can be excellent students in gaining a second language. It is a senseless stereotype that they cannot learn a foreign language. The difficulties in an older person learning a foreign language can be overcome in adjusting the learning environment and by choosing the right methodology.

The biggest obstacle in learning a second language for an older student is an emotional one-doubt. Doubt in the mind of the student is what convinces an older language learner that he or she cannot learn a foreign language and learn it well. Motivation, what I've written in earlier columns, can affect the entire outcome of language learning.

In a study done in 1979, researchers Krashen, Long and Scarcella discovered, "Studies comparing the rate of second language acquisition in children and adults have shown that although children may have an advantage in achieving native-like fluency in the long run, adults actually learn languages more quickly than children in the early stages." [2]

A study in 1981 by Ostwald and Williams revealed, "Studies on aging have demonstrated that learning ability does not decline with age. If older people remain healthy, their intellectual abilities and skills do not decline (Ostwald and Williams, 1981). Adults learn differently from children, but no age-related differences in learning ability have been demonstrated for adults of different ages. [3]

"More recent research in neurology has demonstrated that, while language learning is different in childhood and adulthood because of developmental differences in the brain, "in important respects adults have superior language learning capabilities" (Walsh and Diller, 1978)." [4]

Conclusion: I am without excuse. I have to stay in there swinging the linguistic bat until I hit that home run.

Are you with me?

[1] The Older Language Learner, by Mary Schleppegrell (http://www.ntlf.com/html/lib/bib/87-9dig.htm)

[2] Ibid

[3] Ibid

[4] Ibid

By Doug Bower

Second Language Competence Beneficial but often Misunderstood

Second language learning has associated with it many types of benefits. Among them include: social, economic, intellectual and linguistic. Children who engage in second language learning typically outperform their peers in the area of vocabulary development as well as intellectual development. As important as learning a second language is, learners can be viewed as experiencing difficulties with language development when in reality they are displaying linguistic differences.

There is often a period of time when a second language learner is viewed to not speak much, this is due to their processing information in the new language and has been termed as the silent period. Additionally, speaking with an "accent" is a normal part of second language learning because the person is using the sounding system of the first language while speaking the new one. Often, help is required so that the person can enjoy positive communication interactions with others in the second language.

Children who come from homes where English is not the primary language also are at risk within the educational system of being labeled as special and deficient when in reality they have not acquired enough English to be able to succeed in school. Specialized support is often needed for children like these and is not always provided by school districts. The topic of second language acquisition is one that needs to be better understood and supported in our social, educational and business communities.

Clearly, this help is available to those who seek it out. When doing so, please make sure the professional you choose has a background in second language learning and has access to research and experience in best practices relevant to providing language support to English language learners. This can make the difference between a child receiving the help they need when they need it or being referred to a restrictive setting like special education. For accent training, it is important to look for a professional with a background in articulation, sound systems, and second language learning which will enable them best to understand your situation and tailor a program that will suit your needs.

By Deborah Chitester MS CCC SLP

Learn Italian in Italy

You can combine your love of the Italian language with an unforgettable experience in the country where the language is spoken by studying Italian in Italy! Hands-down, the best way to learn a foreign language is to live, work, or study in a native speaking environment. Studying Italian in Italy is the best possible experience you can have to learn the language.

Would you like to study and live in Florence, Rome or Venice? Or how about in a smaller, quaint town such as Pisa, Siena or Otranto? You will find a comprehensive guide to top rate Italian language schools in Italy at www.studyabroaditaly.org. Wherever you decide to study and live, the experience is incomparable to learning Italian in any other way.

When living in a foreign country you have the wonderful opportunity to both learn the local language and also use it every day, all day long. Living in Italy is much different than visiting as a tourist. Tourists can easily manage getting around by knowing a few Italian phrases and by using English. In fact, tourists frequently will have trouble trying to use or improve their Italian language skills because Italians in most tourist locations can speak English very well and are eager to do so. On the other hand, as a resident of Italy, you would have NO trouble trying to use or improve your Italian language skills because you would be continuously interacting with the native population at the supermarket, the post office, the bus stop, the small "bar" where you get your morning cappuccino, and other places that tourists don't usually visit.

If you open yourself to learning the language as well as experiencing the culture, you will be amazed with the progress you make from day to day. There is a big difference between learning Italian in Italy and learning it in your home country. While in Italy, you will only hear the Italian language spoken around you. This will encourage you to master the language quickly, because instinctively you will not want to miss out on the conversations taking place around you. You may also want to consider the fact that even though most Italians will manage to make themselves understood in English, they will have a hard time sharing deeper thoughts and feelings in any other language than Italian. Other positive aspects of learning Italian in Italy include developing a good Italian accent (eliminating the somtimes artificial sound of Italian learned in your home country), and getting faster access to regional slang and humor. The latter is particularly important when you become friends with Italian locals, as you will have a better chance of integrating in a group if you understand the subtle nuances of the language.

Finally, the greatest advantage to learning Italian in Italy is the opportunity you will have to make new friends that will certainly last you a lifetime. By learning Italian in Italy you will enjoy a unique life experiene in a place that is much different than anywhere else, and is one of the most beautiful places you will ever see. Buon divertimento!

By Mindy Prian

What Does an Interpreter Do?

Many people get confused as to the difference between an interpreter and a translator. There is a common tendency to think translators interpreter, or that interpreters translate. In fact, the two are very separate jobs requiring different skills. To explain who and/or what an interpreter as opposed to a translator we set out the main differences between interpreting and translation.

Interpreting vs. Translation

On a basic level it would appear that there is little difference between an interpreter and a translator. One translates spoken words and the other written words. However, the differences in how the job is carried out, the pressures, requirements, skills and talents are many.

A translator must be able to write well and be able to express words, phrases, innuendos and other linguistic nuances between languages on paper. A translator has the luxury of time, resources (dictionaries, etc), reference material and the freedom to take a break when needed. Their pressures are relatively limited.

Translators only work into their native languages to assure accuracy in both linguistic and cultural senses. Translators therefore, it could be argued, are not completely bilingual. They may be able to deal effectively with written sources but when it comes to orally translating, it is a different skill.

A translator therefore has a one dimensional aspect to their work. They deal with written words and language that come from paper and return to paper.

An interpreter, on the other hand, has to be able to translate spoken words in two directions. They do this using no resources or reference material bar their knowledge and expertise. An interpreter is required to find linguistic solutions to problems on the spot. The pressure therefore can be quite intense.

In addition to interpreting, the interpreter must also act as a bridge between people, relaying tone, intentions and emotions. Where an interpreter is caught between cross fire they need to demonstrate great professionalism and diplomacy. Their roles are therefore much more complex as they have to deal with both language and people.

What does an Interpreter do?

There are two ways of interpreting known as consecutive and simultaneous.

Simultaneous interpreting involves interpreting in 'real time'. Many would have seen an interpreter sitting in a booth wearing a pair of headphones and speaking into a microphone at a conference or large diplomatic meeting such as the EU or UN. A simultaneous interpreter has the unenviable task of quickly digesting what one person is saying before immediately translating it to others. One of the key skills simultaneous interpreters must demonstrate is decisiveness. They must think quickly and on their feet.

Consecutive interpreting is carried out in face to face meetings, speeches or court cases. A speaker will usually stop at regular junctures, say every few sentences, and have the interpreter translate, before proceeding. A key skill involved in consecutive interpreting is the ability to remember what has been said.

What do you need?

In short, if you need someone to translate something that is written you need the services of a translator. If you need someone to translate the spoken word, you need an interpreter.

By Neil Payne

Learn Italian in Your Hometown

Are you interested in learning the Italian language right in your own hometown? There are several options that you can explore to find the Italian classes that are just perfect for you! First, you should consider whether you would you enjoy the interaction that takes place among students in group classes, or if you would prefer the one-on-one attention of a private instructor.

1. Group classes at community colleges: One way to learn Italian in your hometown is to find a community college that offers Italian classes in your area. The internet can be an invaluable resource and with a few clicks of the mouse you can identify exactly where there are Italian language courses available. For example, if you live in the U.S. you can go to www.community-college.org, where you will find a complete directory of all of the community colleges throughout the country. Many of them offer evening or even online classes! Simply pick the college or colleges that can be found near you and check out their curriculum.

2. Group classes at a private school or institution: Another approach would be to find an independent language school where you can take group lessons. Do you have a Berlitz near you? How about an Inlingua Center? A great way to find the best schools in your area is to talk with people in the Italian community where you live! Many Italian communities even have websites that link to valuable resources. For example, you can find out about the Italian community in Washington, DC at www.italcultusa.org, in New York at www.italcultny.org, in Chicago at www.iicch.org, in Los Angeles at www.iicusa.org or in San Francisco at www.sfiic.org. You can find an Italian community near you simply by going to www.google.com and typing in "Italian community in (Your Hometown)."

3. Private lessons: Not convinced that college classes or group lessons are for you? While group classes are more interactive and dynamic, you get less of the teacher's attention. So, how about taking private classes? There are many ways to find a good instructor. For example, you could post a free "in search of Italian instructor" ad at Craigslist - www.craigslist.org - if you live in an area that the site serves. Or, you could place an ad for free in a local newspaper or journal.

Italians take great pride in teaching their native language to non-native speakers, so simply by reaching out and asking questions, you are sure to find plenty of good advice and helpful people. Buon divertimento!

By Mindy Prian

English Has Come A Long, Long Way...

I often wonder what would happen if Shakespeare were to be transported in a time machine to our world today. What would he think? How would he react?

Yes, Willie would probably tell me "thou hast too much time on thy hands if thou spendeth it wondering about such flights of fancy." But only after he found his feet.

You see, Willie would be blown away by some of the comforts we take for granted. For instance, that box we walk into. The doors close all by themselves...just like magic. When they open, we are magically in a different place.

"What callest thou this contraption?" Willie would ask in utter amazement.

An elevator. You would think nothing would phase a man who just landed his time machine 400 years into the future.

"Ah, I see. It was not magic after all. It elevated us, because it is an elevator."

This Willie guy is pretty handy with his English, isn't he? But that won't get him far these days. A hundred years ago, even fifty, he could have figured out just about every new word by tracing its roots (often to Greek or Latin). But not today.

"What are those...those...those, things?"

Why that's a TV, with a VCR and a DVD player. Over there, it's a CD player, an AM and FM radio and an amp. This is a PC, with CDRW and floppy drives, a powerful CPU, A and C drive, and more RAM than a MAC.

"What? Thy alphabet seems a bit confusing."

Once upon a time, the meaning of a word could always be guessed by simply tracing the entomology of the word back to its lowest roots.

"Thou meanest 'etymology', dost thou not? Entomology is the study of insects and bugs."

I knew that.

I took out a 'Kleenex' because my nose was running.

"But how dost thy nose run?"

I suppose the same way I drivest on a parkway and parkest in the driveway. Or how it doesn't matter whether we fill in a form or fill out a form...either way, the taxman gets the last laugh.

I offered to take Willie for a ride.

"That is more like it. There is nothing quite like a horse under one's bottom.'

No, no, no. We don't ride horses anymore. That is a barbaric way to treat such majestic beasts. Now we drive cars...and kill the horses off with the exhaust.

"I have no idea what you are talking about."

Just have a seat in the BMW, Willie, while I turn on the AC and rev up the RPMs on this old V6. Before you know it, we'll be doing 100 mph down the 102.

"More letters and numbers. Have words become redundant in the future?"

Pretty much. As life got more and more complicated, words got more and more complicated. Pretty soon it was taking several minutes just to pronounce a single government department. So real word groups had to be replaced by acronyms - the first letter of each word. Pass me a CANDY.

"What does CANDY stand for?"

Candy, actually. But maybe I should just leave old Willie guessing. After all, there is just so much to discover in this brave new world. Like why there are so few sundials around. And why some people sleep on the street, while other climb 34 stories to an office tower above to sleep at their desks. And just how do they shrink those liquor bottles for the airlines.

"What is an RSVP? And ASAP? And TLC?"

I had to find just the right way to explain to him that all these crazy letters actually made some kind of sense.

Internal Department of Income Overhaul Transfer Systems.

"Ah, IDIOTS. Now, that I understand!"


Like Shakespeare, David Leonhardt is a writer

Show Me the Bunny: Language Acquisition

Some children are really funny about experimenting with speech. Nonetheless, the first intelligible words bring such a feeling of elation to a parent. Come on, Sweetie. Show Mumma the bunny. Without saying a word, my little girl points to a plush rabbit.

Ever since I read in a parents' newsletter that kids my younger daughter's age should have a vocabulary, I've been trying to persuade her to speak words instead of relying on gesturing, pointing, and high-pitched squealing to make her needs and wants known. While a mild speech delay might be understandable for bilingual babies who are trying to sort out the mechanics of two languages, mine has only one language to learn. Apart from her experiencing frequent ear infections at an early age, I have to wonder, what's up?

Bear. Ball. Blocks. I repeat words to her over and over, thinking that somehow, this might pass on whatever information she needs to be able to form the words herself. Bee. Ba-by. Ga-a-a? She asks, using the same intonation with which I recite the alphabet to her. She spends the rest of the afternoon touching my mouth while I'm talking to her.

According to the American Academy of Pediatrics, while eighteen months is the age at which a toddler should be able to say her own name, it isn't until early in the second year of life that a toddler will seem to understand what's being said to her, because this is the age at which kids develop language and comprehension skills.

It's a huge leap in a child's development, and will probably alter existing parent-child communication. Now would be a good time to discontinue the kind of language I've grown accustomed to conducting conversations in ("piggies" instead of "toes," "yummies" instead of each meal's correct name).

By the end of her second year, a toddler should have about fifty spoken words, and should begin using two-word sentences. To my dismay, mine only ventures to pronounce a word's second syllable when it sounds exactly like the first; transposes some sounds (cup becomes "pa;" rip becomes "pi"), and approximates others (hello is "ha WOW"). Far from being on her way to constructing two-word sentences, she doesn't try saying her name. Duck. Ga-a. I place her hand on my cheek and try again. Duck. She shortens her ga-a to match the abbreviated sound I'm making. Ga. I'll bet she's a little perfectionist, refusing to say much until she can speak correctly.

I'm afraid if she catches on to my disappointment with her progress, she'll stop trying altogether. So I'm quietly making an appointment for her to see an audiologist. As I wait on hold, I tell myself that this is probably nothing.