I thought I was smart, but…

One of my Russian teaching tactics has been to use stories from the newspaper as the base for embedded readings. With beginners, that means we can read pieces of an authentic text almost from day one.

Now that I’m acquiring Spanish, however, there’s an easier way: use Bryce Hedstrom’s book, Conexiones. I read the piece about eating cuy (hamsters), and went to the source for the article. I could understand it! Wow. Bryce had set me up to understand not only the main ideas, but I even understood the verbs in some tense that I can’t name. (Passive voice?) Bryce is very smart to write a whole book that acts as embedded readings for beginning learners. Someone, please do this for Russian!

This acquisition thing has me absolutely obsessing over reading Spanish. Lately I’ve been mildly frustrated by not getting verbs right. I made myself a little cheat sheet of Preterite and Imperfect forms, and I like someone’s explanation that era goes with an era. But that means I’m getting a monitor in my head, and I am trying to avoid that, even while giving myself little pop-up grammar explanations on the second reading of anything.

 

Now that I have a wonderful crop of editors to correct my fast writes, I have another request. Please give me suggestions about what I could read (online, ideally) to get big doses of subjunctive.

I just took this little quiz, and aced it.

http://studyspanish.com/grammar/test/pretimp1

Unfortunately … that doesn’t mean I can use all the forms. I can choose perfectly when a limited number is offered with correct spelling.

Spring break

My mind went on spring break, and didn’t let my body know, so by the time the week was over, I was sick! (Not as sick as DH, who has pneumonia, but that’s another story. And now he’s in tech week with a musical, so I haven’t seen him since Sunday.)

I did my first post-break class with my (human) guinea pigs today, and was blown away by what they could use and how they could grab new structures. They have a teacher who doesn’t speak Spanish, after all. They were rocking on the penultimate version of Bryce’s La Llorona, and acting as though it was easy. One said to another, “You must have started this with a lot more Spanish than you said you had.”

I’m catching grammar mistakes in other people’s writing (though I still make plenty on my own), I can understand major parts of news reports if I sort of know what’s going on, and I’m happy with what I can get from blogs and wiki sites. One piece that is eluding me is asking questions. I’m always explaining to Russian students that questions are late-acquired, but they can’t be for me! I need them! What I really need is time to attend CI Spanish classes, but oh well. I watch them on line. And I’m asking a Spanish speaker to come do the reading in our class tomorrow and let me ask the questions for a change.

A great song site!

Today I found that I could speak in Spanish about why I like living where I do without having to think about many of the words I needed, and at a much quicker pace than earlier. This week a couple necessary words were evading me, and suddenly they are in my head.

I am getting more convinced that I prep myself to acquire when I am talking to myself in this target language–or writing–just for fun, and relaxing about the vocabulary I don’t know. I just notice it. This is different from that language teacher concept of “noticing,” I am pretty sure. Haven’t read about “noticing” in a while, but I think it has to do with grammar acquisition. I pay attention without major concern to the bits I don’t know, and then when I run across them in my input process, they seem to stick more quickly.

The most recent site I’ve found is this Learn Spanish with Bilingual Stories. I love love love how the songs are set out. And the humor on the page is fun too. I got there when I was searching for good radio stations to listen to. I’m going to be downloading that playlist app. I haven’t got the time to figure out who owns this site, but if you’re out there, thank you so much!

Metacognition

I got to walk with a second-language-acquisition PhD candidate last night. Her research sources suggest that the second language a person has acquired interferes more with the third language acquisition than the first one does. I think I’ve noticed that, because it’s my concern about where stuff goes in Russian that messes up my Spanish order of speech. She also shared some of what she’s learned recently about output. And then, she told me that I should be keeping notes on what it feels like to be learning this new language.

What the most CI-friendly research says about output’s contribution to language acquisition is that it helps you know what your gaps are, and you are then more likely to spot the missing information as you come across it in comprehensible input. Bingo! I had exactly that experience earlier this week, when I used “these days” instead of what I wanted to say: “sometimes.” I feel like a veces is therefore burned into my mind, because the minute I ran across it, I made a virtual head slap. Hurrah! On the other hand, while I look at my Pinterest collection of thematic vocabulary every so often, that doesn’t seem to help me acquire at all. One of my “pins” is a picture of a poster with time expressions. I use it to check off the structures I can use.

My current system: I try to get from 30 to 60 minutes daily of CI, then spend about ten minutes working on some sort of fast write and sending it off for repair. I can honestly feel my Spanish brain expanding because so many of my guesses are right (with an occasional red-letter day, meaning half of it is wrong). All of a sudden, I recognize all the endings for what I now know are preterite past tense verbs. I am now getting whatever these are called: está hablando and estába trabajando, and I know that one way to fake the future is to say voy a. I know how to use stuff like le da: today a Brianna le dieron regalos fell out of my mouth. I don’t know where it came from, but I know it meant what I wanted to say.

The only trouble I have is that I am going through about a book a night of Mira Canion’s. I don’t want to run out! Maybe I’ll make myself write embedded readings for them all, just so as to stretch them out.

That’s enough for tonight. I am about to miss a meeting. Sorry Martina! I’m taking my next Mira book off to read and hoping it doesn’t keep me up.

Complain, complain

I’m emulating Martina. Here’s what I was able to write just now, since it’s time to go to sleep and I hadn’t done my fast-write for the day. I stopped for a while to read a Mira Canion book because I needed some past tense. Spanish is kind of like Russian in past tense, but it’s a lot more complicated.

This is going off to Sandi tonight for fixing (thank you Sandi!), but in the meantime, I am betting you can understand most of it.

Yo soy profesora de ruso, y ahora trabajo en un preescolar. Yo hablo ruso, pero quiero hablar español también. Necesito hablar español antes de Junio. Yo leo en español, miro la televisión en español, y estudio el español. Me gusta esta lengua. Y me gusta aprender español, pero yo tengo un problema. Es un problema no muy grande, pero a veces estoy frustrada. Cuando yo hablo español, yo no siempre recuerdo todas las palabras, que necesito. Y en estes días, yo no entiendo cómo usar el tiempo pasado. Yo quería decir que a mis estudiantes los siento, porque yo no hablo español como una profesora. Yo se que yo tengo un vocabulario pequeño. Y yo se que no hablo corectamente. Nosotros se ríen cada dia en la clase de español. A veces se ríen porque los estudiantes saben las palabras que yo no se! Hoy mi hija dijo que yo aprendo español, y yo le respondí que no aprendo. Ella dijo ‘Tu aprendes español todos los días’. Yo pensé que la palabra ¨aprender¨ significa entender. ¿Es comico, no?

 

Giddy and excited! Me, too!

I saw Martina’s post this morning and had to agree with her. This language acquisition thing feels like magic. People are asking me how I can learn this fast. I’m not trying to “learn.” I’m just trying to get input every day and then to write a little to find out how much I know.

Martina said it all. And as I said to Anny Ewing, who is another of my fabulous “rotation” teachers, while I feel intelligent, the process shows merely that I am a(n) human who has an intact language acquisition center in my brain. It’s not rocket science.  Anyone who wants to acquire a language should gather regularly in a room with a couple of sympathetic speakers and hang out, sometimes reading, sometimes watching a film, sometimes engaging in a conversation…

Oh yeah…that’s what CI classes are!

I’m thrilled right now because I was googling to explore the difference between  entiendo/comprendo, and ran into this post (printed below). I understood the entire thing. It wasn’t even on a language learning site. I am impressed by the super power we don’t know we have until we use it. (I even caught some mistakes by writers on this page…also kind of exciting.)

Mejor respuesta:  Es como en todos los países unos habla rapido, otros no. Yo hablo ingles, fui educada el los Estados Unidos, pero hay veces que me encuentro con NorteAmericanas de las “puras” como digo yo, que cuando me hablan yo les tengo que decir que hablen un poco mas despacio porque te juro que no les entiendo ni la J.
Por otro lado, soy Puertorriqueña y cuando mi familia, especialmente mis hermanos, me hablan, yo no los entiendo y me tienen que repetir las cosas como 3 veces pues hablan tan rapido que yo me quedo: “Ah?”
Ellos me dicen que no parezco Puertorriqueña, pero es que yo me tomo el tiempo de decir cada palabra correctamente, pronunciando las r’s y las s’s bien y ellos no.
En cuanto si uno se va a vivir a un país aprende el idioma mas facilmente, si, definitivamente. La razón es que lo oyes en el diario vivir, y si uno no es de las personas que se apoyan en otra persona que les traduzca todo el tiempo, el idioma se aprende mas rapido. Conozco gente que hacen mas de 30 años que viven aquí en los Estados Unidos y no saben ni decir “hola” en ingles. A esos yo le llamo irresponsables. Es necesario aprender el idioma del país a donde uno se muda; y mudandose si se aprende mucho mas rapido.

Not news: Boxes aren’t compelling

Yesterday we found a boxed Spanish course in a closet. I thought it would be worth my time because it has transcripts of conversations, and I don’t get enough comprehensible spoken Spanish in this ongoing experiment.

I decided I would start rolling through the mini lessons (I did 55 of them last evening). I wasn’t sticking to the transcripts alone, thus breaking a rule I’d set for myself: no focused grammar study. I laughed about 30 lessons in, when the tip on the side said, “You have learned how to conjugate ar verbs. Now learn er verbs.” I didn’t know what one of the verbs meant, but I could fill in the blanks because I’ve been hearing and reading the correct forms. I don’t know how anyone would have “learned” ar conjugation by then from the box.

When I finally rejoined my family for the evening, I was exhausted. It was nothing like the prior evening, when the same room decluttering process had yielded Mira Canion’s Agentes Secretos. I read that book in about 40 minutes, and was jazzed because it was so easy to read, and I immediately wanted another one because it was so compelling (yes, I have contacted Mira). This morning, I came to the breakfast table and saw that box. I felt my heart drop. And yet, I’m the one who set myself this task.

The box has an ongoing story about a Mexican student who is moving into an apartment with two others in Spain. It’s not very engaging, partly because the authors are moving thematically, rather than trying to tell a story, and partly because grammar, pronunciation and vocabulary notes keep interrupting the story. There’s also too much English on the pages.

I finally understand with my body why a grammatical-thematic approach is less effective than a CI method. Real communication does not stick to themes, and we don’t usually interrupt conversations to correct pronunciation or to practice grammar (only Moms do that). We can shelter vocabulary and still communicate. But we have to go to weird lengths to communicate while concentrating on an imposed theme, and it doesn’t feel right.

Back to my rule. No more focused grammar study, unless it’s to answer a question.* I’m going to listen to everything I can, even the box CDs. Searching for (free) materials at my level is time consuming, but there are still a few TPRS teacher videos out there that I haven’t watched. Muchas gracias to those valiant souls who are editing my writing, and thanks to all who have posted their videos. I hang on your words!


*My fabulous teacher editors provide occasional pop-up style grammar to explain their edits. And sometimes I ask a question. My current one is why there are accent marks on words like río, even though those follow the pronunciation rules that I finally looked up. (And why is there not such a simple rule in English or Russian???)