Hey everyone! I have a PhD in linguistics and am learning/documenting an endangered language in the Caucasus Mountains. I read several ancient languages as well.
As I’ve been learning Russian and Tsez (the endangered one), I’ve loved reading the scientific literature on second language acquisition, neuroscience of learning, motivation studies, etc. I love learning about what’s happening in the brain and also finding the optimal ways to learn languages for the long term. I want to know that my methods are not sub-optimal and have found some really cool stuff! Really glad to be here!
Welcome, Daniel!
I’m curious on this documenting process of the language Tsez, I mean, how one does such a thing ? could you elaborate it a little bit more?
hi Daniel,
Very interesting work that you are doing there. Although I am not a linguist, I have always been fascinated by finding the best method to learn a new language. I have tried almost all the system out there such as Michel Thomas, Assimil and you name it.
Now I believe, the way to approach each language is different and each language requires a different strategy dependent on the learner’s repertoire of language or cultural background. Wonder if makes any sense to you?
I’m doing my PhD in Latin and Greek and I’ve taught several different languages to middle and high schoolers as well as adults over the last 8 years.
I don’t have any formal background in linguistics, but my degrees were in math, English and then special education - so I can read the technical stuff and am a research nerd
One of the ways I differ from most language teachers, and the most important thing I do I think, is in spending solid time on SLA, how our brains acquire vs learn languages, and helping my students find what works for them (most are neurodiverse). Some are science nerds who tolerate language class that way, some feel some healing from past terrible experiences in language courses, some just check out til we get back to the “real point.” Most find some aspect of the linguistics intro they get really into.
But I figure the best thing I can do as a language teacher is set students up for further language learning - not assuming their want or need will be for the particular language I’m teaching. With how many contact hours we have versus how many you need, my main job has to be to inspire and motivate them to engage with the language on their own.
Hey Estevao!
Great question! The process with documentation involves sitting with native speakers, asking them how to say different words and expressions which will reveal the sounds and structure of the language. I record the sessions and then write the phonology, grammar, and syntax of the language. This is a very simplified description, but it gives the general idea. I also like to collect stories and folklore from the people I interview so that I can preserve them and help them survive for longer.
Yes! Great thoughts. I believe you are correct. In my reading on the subject, I have focused mostly on what is happening mentally and psychology when learning a language, rather than a correct method. There are a lot of good methods out there because they capitalize on the way the brain is designed to interact with new information.
Language aptitude certainly plays a role in how quickly and efficiently one processes language data. It is very important to adjust the strategy/method to the specific learner. You are right.
? could you elaborate it a little bit more?
