The latest French Listening Resources video has been uploaded! This short clip is for beginners talking about family members and their ages. If you need the transcript, check out the Watch & Read page.

There are seven more videos from Carole & Fabien on topics such as the house, typical meals, stores & fast food restaurants in France. I’ll try to get them edited, uploaded and transcribed as soon as possible.

Visit the French Listening Resources page for the rest of the mp3s and videos that are available. You can also subscribe to my Youtube Channel or the iTunes podcast.

Let me know if there any topics you’d like to learn about, or if you can help contribute more videos (especially videos that feature other accents of French!)

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Post categories: Learning French

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Readlang by Steve Ridout is a new site (still in beta) which helps you learn foreign languages by reading and translating words you don’t know. You simply import text from any website, click on words you don’t know in order to translate them into another language, and save these words so you can review them later. It  “uses a spaced repetition flashcard system to make sure you remember the words” that you’ve clicked on and has a feature to open a dictionary in a side panel if you want to look up more information on the word(s). You can read the blog to see the latest updates, such as export word lists to Anki and translations of phrases rather than just individual words.

Lately I’ve been using the transcripts from Podclub podcasts since I always prefer to have text plus audio. I imported the text of the latest episode of the Spanish podcast A mi aire, and I’m translating words into English. You can see below that I’ve clicked on discurso, it was translated into speech, and the dictionary panel on the left shows the entry in Wordreference. The word discurso has now been added to my list of words to review later.

Click on image to view actual size

Check it out and send your feedback to Steve so he knows what new features to add.

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Post categories: Learning French, Learning Other Languages

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First, I apologize if you had trouble accessing ielanguages.com the past week. My hosting company decided to throttle traffic and deny access from several IPs because of heavy usage while I was away last weekend. I have just upgraded to a Virtual Private Server so that hopefully won’t be a problem anymore. Everything should be transferred to the new server by now, but my pageviews are currently less than half what they used to be and the cached memory is still ridiculously high so I obviously still have a few problems to work out. Let me know if you’re still having trouble with the site (or if you’re a web developer who can help me figure out what is going on!)

In other news, I just created a Google+ page if you’d like to receive blog posts and site updates there instead of through Facebook, Twitter or RSS.

I will have more French Listening Resources soon. I’m just waiting for friends in France to send me the videos they have recorded and I’ll get them uploaded as soon as possible. I’m going to be creating videos of the original mp3s so you can read and watch at the same time (similar to videos of songs with lyrics.) Check out the Youtube channel to see which videos are available.

I plan to work on a French & Spanish comparative tutorial since I know there are a lot of people out there learning more than one language at a time, yet resources to learn them simultaneously are still practically non-existent. The French & Italian and French & German tutorials are already available, though not complete.

I would like to know what types of resources you’d like to see on the site so I know what to work on next. What is most useful for you? What do you want to see more of? (Keeping in mind that my PhD will still be my full-time job for at least the next 12 months so I won’t have a ton of free time to devote to the site…) Leave a comment here, send me an email, post on the Facebook or Google+ pages, send me a tweet, etc. I appreciate your feedback!

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I flew up to Gold Coast last Wednesday to meet up with one of my oldest friends from Michigan. Jessica just finished her postdoc in Melbourne and is moving back to the US tomorrow, so this was our last trip together in Australia.

View from hotel in Broadbeach

Queensland needs more beaches

Most people head to the GC either for the beaches or the theme parks. We did spend some time on the beach, but we actually spent most of the time playing with cute Australian animals at Currumbin Wildlife Sanctuary.

Jessica and me on the train at Currumbin

Momma kangaroo and joey

Of the various districts in the Gold Coast, Surfers Paradise is probably the most well-known and popular. I definitely heard a lot of foreign languages (mostly French!) spoken there. The tallest building in Australia, Q1, is also in Surfers Paradise. You can go up to the Skypoint observation deck (though it’s rather expensive) or even climb around outside.

The Q1 in Surfers Paradise

We also rented a car for the day and drove down to Byron Bay in New South Wales, where the most easterly point of the Australian mainland is.

As close to the US as I can get on foot

Gold Coast is a great tourist destination since the airport is quite small (and resembles a food court more than an airport) and public transportation to and from the airport is incredibly easy to figure out. Bus 702 serves the airport every half hour and heads up the Gold Coast Highway. If you buy a go card from the shuttle desk in the airport (for $5) and add money to it, you will save a lot.

The rest of my travel photos are in the Gold Coast album at the Gallery.

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Post categories: Australia, Travelling

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There are a lot of free language apps available nowadays but many of them are not very good or extensive. They tend to include some basic words or tourist phrases in flashcard format, but very few offer connected text (such as stories) in addition to pronunciation. Lately I’ve been looking for apps that include both text and audio in foreign languages, and I’ve mostly found apps that provide one or the other, i.e. ebooks or audiobooks but not synced together so that you can read and listen at the same time. I have found a few apps designed for children, however, that mostly include fairy tales but some include original stories. Many have a “read to me” and autoplay option so you don’t have to keep swiping the screen.

Both Apple and Android

PlayTales Gold : download books for free, but ad-supported and internet connection needed. Stories available in 8 different languages: English, Spanish, French, German, Italian, Portuguese, Chinese (Mandarin), and Japanese. [ Apple version is only a seven day trial so not quite as useful]

Luca Lashes : Original story available in English, French, Spanish, Chinese, and Italian.

Hao-Ming Yeh /QLL Inc. : Apple version seems to only include English and Chinese but Android also has Spanish. Two languages can be displayed on screen instead of just one.

Verlag Friedrich Oetinger : German and English stories (but in different apps)

Apple

Tri-Software : Lots of classic children’s books (in different apps) available in at least two languages. Most are available in English, German, French, Spanish and Italian and some even have Portuguese and Chinese. The free versions only include the beginning of the story.

Readalong Spanish : Only in Spanish but you have the option of including the English text on the same screen.

Android

Vienom Kids Books : Two stories available in French & German and two stories available in French, German, and Spanish. Four different apps though, and the free versions only include seven pages of the stories.

Any other useful (and free) apps to add to the list?

I didn’t include any “free” apps that make you pay for every book.

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Post categories: Learning French, Learning Other Languages

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If you’re interested in attending or presenting at conferences on applied linguistics, computer-assisted language learning, modern/foreign languages or French studies, here are some upcoming conferences. You still have time to submit abstracts for some of them. I plan on being in Wellington this November for the ALAA/ALANZ conference and Brisbane next August for the AILA World Congress. Any other organizations or conferences I should know about? My main areas are materials design, technology in language teaching/learning and vocabulary acquisition/teaching.

Applied Linguistics / CALL

Language Teaching & Learning / French

I’ll continue to update this post if I find more conferences.

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Post categories: PhD Research

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I often buy DVDs from the European Amazon stores to ensure that I will have a choice of at least one or two other subtitled/dubbed languages besides the original language. I’m not sure how, but I came across Dora the Explorer DVDs at the German Amazon and noticed that they offered FIVE languages, or at least that’s what the Product Details claimed. I bought Entdecke die Welt to see if it were true and I’m so glad I did! It is indeed dubbed in five other languages: German, French, Italian, Spanish and Dutch. Even without subtitles, all the repetition and visual clues in the episodes make it so easy to understand – and if I can’t quite understand something, I’ll just watch the scene in English or French, then again in one of the other languages and try to translate what was said. Five foreign languages for five euros! Amazing! I wish I had bought more DVDs, like this Geburtstagabenteur one which has German, French, Italian, Spanish, Dutch AND Portuguese.

Look at all those languages! I love you, Dora!

I decided to check the other Amazon stores to see if I could find any other languages, or any that also had subtitles (which is extremely rare for kids’ movies; sorry deaf kids!) Not only did I find a DVD at the Italian store with the same six languages, but three of those languages are also available as subtitles!  How cool is that?!?

Dubbed in Italian, French, Spanish, Portuguese, German, and Dutch with subtitles in Spanish, Portuguese and Dutch!

But that’s not the best part. I found a few DVDs at the Spanish and Italian stores that are dubbed in… wait for it… IRISH!!! Yes, Irish. Not English with an Irish accent. The actual Irish language! Whaaaaaat? SHUT. THE. FRONT. DOOR.

And it’s not a mistake or anything. This Italian one has an image of the back of the DVD where you can see that the language irlandese is really included. Wikipedia says that the Irish version actually teaches a few words of Spanish like the English version, unlike most of the other languages which teach some English.

I even underlined irlandese with a red crayon [brush in Paint].

P.S. Yes, I loved this and am totally geeked out for this.

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Post categories: Learning French, Learning Other Languages

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A recent post on The Thesis Whisperer, a blog designed to help research students in Australia, has been quite popular this past month. The title? Academic assholes and the circle of niceness

Luckily, I have not personally experienced any aggressive or arrogant behavior at the universities I have attended in the US or Australia. My professors and colleagues have always been supportive and helpful. But I have seen this behavior at conferences, and I felt extremely bad for the students who had to deal with it. How are you supposed to respond when a jerk in the audience says your research is pointless? Belittling students and colleagues in front of others in order to feel better about your own research is just awful. Unfortunately, these assholes tend to be perceived as more intelligent than nice people, though it seems to me that people are deliberately arrogant in order to feel superior to everyone else in more than just intelligence. Insecure much? A lot of it is simply bragging – look at me! look at what I can do! look at what I know! – which is incredibly sad considering that academics are supposed to be mature adults and not five year olds.

Very helpful blog for research students

However, I wanted to write about this post because of one of the earliest comments on it, which brings up the issue of academics seemingly acting like jerks to non-academics. Fiona says ”In my experience many if not most academics, seem to look down on the lowly general public… Anyone mentioning personal experience or views is usually shouted down by someone demanding an official study is vital to back up the opinion. It’s not possible or acceptable to have a view on anything, it would appear, unless there’s an official study to ‘prove’ it.”

I can  understand why she feels that some academics look down on non-academics. There are definitely some Sheldon Coopers in the real world. Academics can seem arrogant when drawing attention to their intelligence, but here’s the thing: academics are more intelligent than non-academics in their chosen fields. I recently posted about my frustration with people who continue spreading myths about linguistics and language learning. It is quite offensive when people who have no professional training in an area that you have been researching for over a decade act as if they know more than you. It is also frustrating when people believe things that have been proven wrong by research for no reason other than they “just do.” When I ask teachers who use the Direct Method why they choose to do so when data show that banning the first language is not beneficial to learning a second language, many are unaware of the research which proves its inefficacy or choose not to abandon it because using the target language 100% of the time “seems” like a better idea, regardless of what the research says. Maybe it is our fault for not popularizing our research more, but what can we do when people refuse to believe our data or change their behavior to incorporate the facts?

Asking what people’s opinions are based on should not be interpreted as academics asserting their superiority, or just plain being assholes. We hope that your opinions will be informed by empirical data, because if not, what exactly are they based on? You can have personal views and tell anecdotes about your experiences, but when you believe things that are not supported by research, of course we want to know why. One person’s opinion is in a separate domain from scientific research, where the conclusions are peer-reviewed, many experiments have been done, and the results can be replicated. So yes, we get quite upset when someone says “I smoked for 20 years and never got sick so smoking doesn’t cause cancer” because years upon years of research involving thousands of people proves that it does cause cancer for some people. Just because something didn’t happen to you, or something didn’t work for you, doesn’t mean you can make a broad generalization for all other people.

Fiona continues her comment: “Most of the public are these days cynical of studies proving this or that, given that so many are contradictory. It seems to me that there’s far more we don’t know that what we do; and that sometimes overly dramatic scare-monger type media releases are simply a way of drumming up more research funding (whilst eroding credibility in the eyes of the public).”

It is true that there is far more that we don’t know than what we do, and that is exactly why we need science. Yet the first sentence epitomizes how misunderstood science really is (especially in the US!). People don’t trust scientists because their results and conclusions are constantly changing, and yes, contradictory. But that is science: the facts must change with the evidence. I don’t know why people are so uncomfortable with this. Granted, there are other reasons why people disregard research in addition to its changing nature. In the case of using the Direct Method, it is easier to teach languages and more profitable to write textbooks in this way, so even with all the evidence against it, teachers and publishers are less likely to do anything differently. I hope everyone can see what an enormous insult to researchers this line of thinking is. To me, disregarding research because it is the easy or profitable thing to do is far more arrogant than what researchers have been accused of.

I am often defensive about the importance of research and academia, mostly because of how much higher education is attacked by right-wingers in the US. I am not trying to brag about how smart I am or make others feel like they are inferior because they are not researchers. I’m just trying to share linguistic research since it’s a shame that so much of it can only be found in journals that are ridiculously expensive (embrace open access, academia!), and since some of the research that makes its way into the popular press only tells one side of the story. If I come across as arrogant online, I apologize for that – but I will not apologize for trying to teach people the beauty of science.

Have any students experienced aggressive and arrogant behavior by colleagues (or even other students)? For those not in academia, how do you feel about academics and researchers?

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If you’re interested in teaching English in Europe later this year, here are a few jobs:

FRANCE

Added May 11:

Maître de langues in English at Université de Lorraine in Nancy, France, to begin in September 2013. Native speaker of English and Master’s degree required. Send lettre de motivation and CV to andre dot pannier at univ-lorraine dot fr before May 31.

Added April 30:

Lecteur/lectrice in English at Université d’Evry, south of Paris, France, to begin in September 2013.  Teaching experience of English important, especially at secondary school/university level;  a Master’s (or at least a first year of Master’s) is required;  nationality of a European Union country is required, or if anglophone from outside Europe, residence/work papers must already be established; contract = 200 hours per year – extra hours possible. Please contact Frederick Goodman, by 21st May at the latest, at goodman at univ-evry dot fr

Added April 7:

Lecteur d’anglais at Université de technologie de Belfort-Montbéliard in Belfort, France, to begin in September 2013. Applicant should be a native speaker or have near-native fluency as well as  an MA or equivalent degree. For more information about this position, contact Laurent dot Tourrette at utbm dot fr To apply, send CV and lettre de motivation to bettina dot steffen at utbm dot fr by April 26.

• UTBM Website

Added April 4:

English Lecturer position in Hypermedia Language Centre of the Faculté de langues appliqués, commerce et communication at Université Blaise Pascal, in Clermont-Ferrand, France, to begin in September 2013. Applicant should be a university graduate and native speaker of English with training/experience in TEFL. Certification such as CELTA is a plus. CV, references and covering letter should be sent by email to Dacia Dressen-Hammouda at Dacia dot Hammouda at univ-bpclermont dot fr (no application deadline was given)

• Hypermedia Language Centre Website

Added March 27:

Lecteur d’anglais in the Centre de Langues Vivantes at Université Pierre Mendès-France in Grenoble, France, to begin September 2013. Applicant should have minimum Bac+4. Send lettre de motivation, CV, copy of ID card/passport and diplomas by April 19.

• Official Website

Added March 23:

Lecteur d’anglais at Chimie ParisTech in Paris, France, to begin in September 2013. Applicant should be a native speaker with an MA or a BA. Send CV and lettre de motivation in French to jean-le-bousse at chimie-paristech dot fr by April 30. (2 positions available.)

Added March 20:

Maître de langue in the UFR de Sciences et Technologie at U-PEC in Paris, France, to begin in September 2013. Applicant should be in or have completed at least one year of a doctoral program. Send lettre de motivation in French and CV in English to Monsieur Bernard Frouin [frouin at u-pec dot fr] and Madame Andrée Martin [a.martin at u-pec dot fr] (no application deadline was given)

Now closed (but you can always send your CV anyway):

Maître de langue at IEP in Lille, France, to begin in September 2013. Applicant should be in or have completed at least one year of a doctoral program. Apply between March 4 and 29.

• Official Website

Lecteur/Lectrice at ENS in Lyon, France, to begin in September 2013. Applicant should have completed four full years of university study, or equivalent to completion of one year of Master’s degree in France. Applications due by March 25.

• Official Website (scroll to the bottom)

For more info about these types of positions at French universities, read my post on How to Become a Lecteur or Maître de Langue.

GERMANY

English teacher for 4 week summer programs (July/August) at Sommerschule in Wust, Germany. MA not required, but some German is. Program usually pays for airfare, housing and offers a small stipend. Apply through their website starting in May of each year.

• Official Website

NO LONGER OPEN FOR APPLICATIONS:

For those who do not yet have graduate degrees and are under 30, the teaching assistant program is still open for some nationalities (for October 2013 to April 2014). You can read about my experience in France at my Guide for English Language Assistants in France. Applications for the US, UK and Indian programs are no longer open for 2013 but the applications for 2014 will be available in October. If you have citizenship in other countries, you still have time to apply:

• Canada: March 1
• Ireland: March 11
• Australia: March 15
• New Zealand: March 15

SPAIN

If you’re American or Canadian (under 35) and speak some Spanish instead of French, you can apply for the Spanish teaching assistantship. The deadline for applications is April 2.

• North American Language and Culture Assistants in Spain

I’ll continue to update this page if I find any other job listings for 2013.

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Post categories: Teaching Assistantship, Teaching English & Other Languages

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UPDATE: The site is back online!!! All of the files are also available at fsi.antibozo.net, fsi-languages.yojik.eu, or www.livelingua.com/fsi-language-courses.php, or you can use this torrent if you’d like to download everything.

If anyone knows what happened to fsi-language-courses.org, please let me know! It was the site that included all of the Foreign Service Institute courses in the public domain, and where I downloaded the courses in order to turn them into HTML pages for my FSI Project. For about a month the site has been unavailable with a 403 Forbidden message. There haven’t been any new files added since January 2011, but the site was still online as of this January. (Thanks Internet Archive!)

fsi-language-courses.org, where have you gone?

For those who have been downloading the FSI files for a while, you may remember that fsi-language-courses.org was actually created when the webmaster of fsi-language-courses.com stopped updating the site. The files are no longer available through that original site either. I downloaded many of the courses, but not all of them, and although some are available as torrents, I don’t know of another way of downloading the materials. Were any mirror sites ever created?

If anyone has any information about fsi-language-courses.org – I believe the webmaster went by VagabondPilgrim on the forums – or if the files are available to download in another location, please leave a comment or email me. A lot of people spent MANY hours digitizing the books and cassettes in order to share them with other language learners, so we need to get them back online!

UPDATE:

Try these sites (first three are mirror sites that should contain everything that is on the original site):

If you want to download all of the FSI files that were available, Joni has created a torrent (20.8 GB) from a site rip done in January 2011. Please help seed it for others to download too!

http://www.legittorrents.info/index.php?page=torrent-details&id=6c15cdfbc76fb8ef1ffc60cf05884d68764888e1

Thanks everyone!

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Post categories: Learning French, Learning Other Languages

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Ben Zimmer has a wonderful article on “When physicists do linguistics” over at the Boston Globe, which can perhaps be best summarized by this comic from xkcd:

Joking aside, I am happy that other disciplines have an interest in language – however, I hate when other disciplines try to do linguistic research and fail because they do not involve any actual linguists in the research. I agree completely when Zimmer says that there is a ”need for better communication between disciplines that previously had little to do with each other.” Communication among related fields could use a little boost too, because it isn’t just physicists who publish papers that contradict linguistic research. Psychologists, speech pathologists, and cognitive scientists have been doing it wrong for a while too, especially when it comes to multilingual and cultural aspects of language acquisition.

Linguistics seems to the be the field that everyone thinks they can do without any special training. Most people wouldn’t think of talking about chemistry or mathematics without actually having studied those subjects. Yet everyone seems to think they are experts on language simply because they speak a language (their native language) or because they have learned another language. Sorry, but those abilities do not make you a qualified linguist nor do they give you the right to talk about language without checking facts or to teach language as if you were an experienced teacher. I know how to drive a car, but I don’t go around pretending to be a certified mechanic or give advice to others on how to fix their own cars.

Robert Lane Greene’s book, You Are What You Speak: Grammar Grouches, Language Laws, and the Politics of Identity, is about this phenomenon. People believe, and repeat, such ridiculous things as “this language has eleventy billion words for X” or “this language is primitive but that language is logical” all the time. Even worse, respected authors repeat these myths in their articles and books, such as Bill Bryson in The Mother Tongue, and so they are repeated again and again without anyone questioning whether they are true or not. These myths are dangerous because a lot of them are based on ethnocentrism and the perceived superiority of the way we speak compared to everyone else. (I will dedicate another post to Greene’s book next week because everyone seriously needs to read it.)

Please, do yourself a favor and study language seriously instead of repeating myths. Talk to actual linguists, read books written by actual linguists or those whose authors talked to actual linguists. In addition to You Are What You Speak, you can start with Language Myths (for a general overview), Vocabulary Myths (for language learners/teachers, which I previously posted about), and the “truth-squad” blog Language Log. But most importantly, always question what is written about language even if it is published by best-selling authors or academic researchers.

Update 26/02/13: And another one! Ugh. “Why speaking English can make you poor when you retire” about research done by a behavioural economist. Hey, that’s not linguistics! ::sigh:: At least the article quotes my hero, John McWhorter.

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Post categories: PhD Research

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Listening while reading a transcript of what is said is the best way to improve overall comprehension as well as pronunciation. Extensive listening and reading also contribute to vocabulary acquisition. I have previously talked about TV series and movies that may include subtitles, but what about online videos? Youtube does have an automatic closed captioning feature (that is notoriously bad) but you cannot add subtitles to videos that you did not upload. Luckily, Amara and crowdsourcing exist to fill that gap.

Amara, formerly called Universal Subtitles, is a tool for subtitling videos found on Youtube, Vimeo or coded with HTML5. You simply paste the video URL to add it to Amara, and then you and/or anyone else can add subtitles in any language. You can also link your Youtube account to Amara so that the subtitles appear on Youtube itself without having to use the embed code provided by Amara. (If the owner of the Youtube channel hasn’t synced to Amara, then the subtitles are only available through Amara.) You can also download the subtitles in many formats – SRT is the most common – through Amara, which is useful if you download the video and watch it through VLC Player.

For example, here is a video on my Youtube channel with subtitles that I added in Amara. You can watch it through either Amara or Youtube, and either way the subtitles appear.

Now here’s a video that I helped add subtitles to – but since the owner of the Youtube channel to which this video was uploaded has not synced to Amara, the subtitles are only available if you watch the video through Amara rather than Youtube. Usually this doesn’t pose a problem as long as embedding is allowed through Youtube.

Amara is a great tool though it does have a few minor problems. I can’t seem to delete any videos that were added automatically from my Youtube channel (such as travel videos that are silent) or videos that I added only to find out embedding was not allowed. The subtitle sync tool is a bit buggy and hard to use. The search feature is not very good, and it is not possible to simply browse videos in a certain language. You can choose to sort by spoken language and subtitle language, but you must also type in a search term. Sometimes people have identified the video incorrectly. I came across some English and German videos even though I sorted by Dutch for both spoken and subtitled language. One video had numerous misspellings and typos though, as if the subtitler didn’t speak the language well. (This is one of the major problems with crowdsourcing: quality control.) Finding videos that include subtitles of the spoken language can be a pain, but I do believe that Amara will get better over time as more native or advanced speakers help to add subtitles.

Amara emphasizes the need to make videos accessible to the deaf and hard of hearing, as well as reaching as many viewers as possible by translating and subtitling into other languages. Yet they don’t seem to emphasize how extremely important subtitles are to language learning. And it isn’t simply watching/listening and reading at the same time that helps language acquisition. Adding subtitles to videos can also be a language learning exercise.

First, request a transcript of a video on Rhinospike. Once someone has provided the transcript, you can then add the subtitles to the video on Amara by copying and pasting. You must listen a few times to make sure the subtitles are synced correctly to the video, so it’s a way of making sure you repeat the material over and over. As a bonus, you are making more resources available to other language learners AND helping out the deaf population who truly need subtitles.

I’ll continue to try out Amara for subtitling the French Listening Resources videos. I am also requesting transcripts of videos in other languages on Rhinospike so that I can add subtitles in Amara and create listening resources for Spanish, Italian, German and Dutch.

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Post categories: Learning French, Learning Other Languages, Website

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Kangaroo Island is Australia’s third-largest island and definitely worth a visit for the beautiful beaches and adorable wildlife. Although I’ve been to many beaches in Australia already, every new one I see is just as gorgeous as the last one. KI did not disappoint.

Pennington Bay

The first view upon getting off the ferry in Penneshaw:

Clear water

Sadly, I did not see any (live) kangaroos on the island, but I did see plenty of sea lions, wallabies, echidnas, goannas and koalas.

Sleepy sea lion at Seal Bay

My friend and I drove down for the weekend (it’s only a 1.5 hour drive from Adelaide, plus a 45 minute ferry) so we weren’t able to visit all of the towns and attractions. We mostly did the southern coast along the highway (the only paved road) since riding in my little car probably wouldn’t have been too comfortable in the north, where almost all of the roads are gravel. The major tourist attractions are mostly along the southern coast too.

Remarkable Rocks

Weirs Cove

You can also fly to Kingscote from Adelaide and rent a car (there are no taxis or public transportation on the island) instead of driving. There are some bus tours that depart from Adelaide but the one day tour sounds extremely exhausting, so I would highly recommend driving and staying for a few nights. Just try not to drive after dark when the animals come out!

Watch out for wildlife on the roads

Check out the Kangaroo Island album in the Gallery for more photos.

© Jennifer Wagner for Jennie n'est plus en France, 2013. | Permalink | 2 comments | Add to del.icio.us | Who is linking?
Post categories: Australia, Travelling

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I am currently updating the mp3 players on the many, many pages across ielanguages.com so that they will work on Apple products or any other tablets that do not support flash. Hopefully most browsers will be able to play the audio files from now on as I am using the HTML5 audio tag with both mp3 and ogg files in addition to the original flash player.

If you use an iPad or other tablet to view ielanguages.com and to listen to the mp3s, please let me know which pages you need updated first. I have already updated the French Listening Resources pages (listen & read plus cloze exercises) as well as the French Phonetics pages, including the Hot Potatoes interactive exercises, thanks to user requests. As there are hundreds of pages across the site that use the flash player, it will take some time for me to replace the coding and ensure that everything is working correctly.

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Post categories: Website

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If you’re looking for DVDs of movies or TV shows in European languages with the subtitles in that language, you’ll most likely have to look to European stores. Even though you  can often buy foreign movies from Amazon.com or Fishpond.com.au, the subtitles will usually be in English only or there will be a weird combination of dubbing and subtitles in mismatched languages (e.g. a French movie dubbed in Spanish with subtitles in English and German, why???) Not all foreign DVDs include subtitles unfortunately, but a lot of countries are starting to be kinder to the deaf population and are making an effort to include them. Just make sure to check the DVD specs before you buy.

Amazon currently has French, German, Italian and Spanish stores based in Europe that offer international shipping; however, the DVDs are region 2 so you’ll need a region-free DVD player. Luckily most DVD players in Australia are region-free (even my cheap $29 one I got at Kmart), but it’s still not a standard feature on American DVD players. There is also a Dutch store called bol.com that sells books and DVDs though there is a rumor that Amazon might open a store based in the Netherlands soon.  If you’re in America and do not have a region-free player, you can still take advantage of the large Spanish-language DVD selection on Amazon.com and get French Canadian DVDs from Amazon.ca. For those in Australia who would like Mexican Spanish-language DVDs, Amazon.com ships to Australia for $5 per shipment + $5 per book or $1 per DVD with delivery taking anywhere between 18 and 32 business days.

Canadian French: Amazon.ca

to US: $8 per shipment + $2 per book or $8 per shipment + $2 per DVD (8 to 16 business days)

to Australia: $11 per shipment + $7 per book or $5 per shipment + $3 per DVD ( a whopping 10 to 12 WEEKS)

European French: Amazon.fr

to US: 7€ per shipment + 1,50€ per item (10 to 12 days)

to Australia: 10€ per shipment + 1,50€ per item (12 to 15 days)

German: Amazon.de

to US: 3€ per shipment + 3€ per kilo (8 to 12 business days)

to Australia: 9€ per shipment + 4€ per kilo (7 to 19 business days)

Dutch: Bol.com

to US: 17,35€ per shipment

to Australia: 19,80€ per shipment

Italian: Amazon.it

to US: 10€ per shipment + 5€ per kilo (10 to 15 days)

to Australia: 14€ per shipment + 5€ per kilo (12 to 15 days)

European Spanish: Amazon.es

to US: 10€ + 7€ per kilo (10 to 12 days)

to Australia: 20€ + 10€ per kilo (12 to 15 days)

There is also a Brazilian Kindle store if you want to read Portuguese. No word yet if this store will eventually sell actual books and DVDs.

Anyone know of other stores to add to the list?

All prices are for standard shipping. Expedited and priority are often available if you want to pay more.

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Post categories: Learning French, Learning Other Languages

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The Telenovela Method, as explained by Andrew, is a great way to learn languages quickly, which a recent study suggests actually helps your brain grow. The main reason I like this method is the authenticity of language and culture which is usually lacking from language learning resources. Finding subtitles to go along with the movies or TV series can be a problem though, especially with telenovelas.

Ugly Betty Adaptations in Spanish

The most famous telenovela and the original Ugly Betty, Yo soy Betty, la fea, was made in Colombia and you can watch all of the episodes (many with subtitles in Spanish and English) at viki.com. The European Spanish version, Yo soy Bea, also has a quite a few episodes on viki.com though not all have Spanish subtitles yet.

The Mexican version, La Fea Más Bella, is available on DVD through Amazon.com as a shortened/edited version with English subtitles only. However, Univision has uploaded all 300 episodes to their YouTube channel if you want to watch online (no Spanish subtitles though.)

Mexican version of Ugly Betty

Mexican Telenovelas

If you are interested in using Mexican telenovelas to learn Spanish, I highly recommend Las Tontas No Van al Cielo. It is actually better than La Fea Más Bella, even funnier and much more addictive. The DVD available on Amazon.com is, of course, a shortened version of just over 15 hours but the editing was actually done quite well. There was only one storyline that I don’t remember seeing the end to, but everything else made sense. If you have time to watch all of the episodes, this site seems to have all of them available.

Best telenovela ever.

 The male lead is Jaime Camil, who was also the male lead in La Fea Más Bella. The female lead is Jacqueline Bracamontes… who also had a small role in La Fea Más Bella. I was also pleasantly surprised to find out that the theme song, Esto es lo que soy, is sung by Jesse y Joy, my favorite Mexican band.

This dude is hilarious.

If you prefer to have actual DVDs so you’re not stuck in front of a computer all the time, there are a lot of Mexican televenovelas sold on Amazon.com for less than $10 each. They will be the edited versions because the full versions that aired on TV are more than 100 hours long and that is a LOT of DVDs. They tend to only have English subtitles but their price is rather cheap for how many hours of Spanish you’ll get to hear. If you don’t mind using the computer, Andrew also has lists of sites for watching Spanish-language TV online as well as Spanish videos with Spanish subtitles.

Ugly Betty Adaptations in Languages Other than Spanish

For Portuguese, Brazil has Bela, a Feia and many clips can also be found on Youtube. There are no French or Italian versions, but Germany has Verliebt in Berlin and you can get the (many) DVDs which include every single episode on Amazon.de from third-party sellers (region 2 only though!).

There are two versions in Dutch, Sara from Flemish-speaking Belgium and Lotte from the Netherlands. A few clips from Sara can be found on VTM’s site and LotteTVChannel is still uploading all of the episodes of Lotte to Youtube. Plus Lars Oostveen is the male lead. You should recognize him as Sam Scott, a.k.a the American, from the Extr@ series. Now you get to hear him speak his native language.

And he’s instantly ten times cuter when he speaks Dutch.

A few other adaptations of Ugly Betty exist in languages such as Greek, Croatian, Polish, Russian, Tagalog, Mandarin, etc. but I don’t think they’re available on DVD. Some clips may be available online though.

© Jennifer Wagner for Jennie n'est plus en France, 2013. | Permalink | 10 comments | Add to del.icio.us | Who is linking?
Post categories: Learning French, Learning Other Languages

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I started re-reading The Loom of Language by Frederick Bodmer while travelling around Australia a few weeks ago. I only made it through the Introduction when I realized I had already added nearly 20 bookmarks and notes on my Kindle. I love this book so much. Even though it was published in the 1940′s, it is still highly relevant to the state of foreign language education in Anglophone countries and it remains the best book for gaining comprehension of the major Romance and Germanic languages.

Here are some choice quotes on why this is my favorite book. Bodmer tears apart classroom language learning, grammarians and the direct method. I wish I could marry this man. (Interesting fact: Bodmer taught languages and linguistics at MIT when they were developing their Department of Modern Languages. Noam Chomsky was his replacement when he retired in 1955.)

“After two generations of experiment, educationists are not convinced that the results of school-teaching [of modern languages] justify the time devoted to them in English-speaking countries. It would not be an exaggeration to say that the prevailing attitude among American educationists is one of alarm at the poverty of return for effort put into the task. Subsidized by the Carnegie Corporation, the American Council of Education has undertaken a survey of methods and results in order to review the current situation in American schools. The published report is an honest admission of dismal failure.” p. 12 (This quote is actually in the editor’s foreword, by Lancelot Hogben.)

“…many would study [foreign languages], if they were not discouraged by the very poor results which years of study at school or in college produce.” p. 19

“The greatest impediment, common to most branches of school and university education, is the dead hand of Plato. We have not yet got away from education designed for the sons of gentlemen. Educational Platonism sacrifices realizable proficiency by encouraging the pursuit of unattainable perfection… Most of us could learn languages more easily is we could learn to forgive our own linguistic trespasses.” p. 19

“No one who wants to speak a foreign language like a native can rely upon this book or on any other.” p. 20

“It is a common belief that learning two languages calls for twice as much effort as learning one. This may be roughly true, if the two languages are not more alike than French and German, and if the beginner’s aim is to speak either like a native. If they belong to the same family, and if the beginner has a more modest end in view, it is not true. Many people will find that the effort spent on building up a small, workmanlike vocabulary and getting a grasp of essential grammatical peculiarities of four closely related languages is not much greater than the effort spent on getting an equivalent knowledge of one alone. The reason for this is obvious is we approach learning languages as a problem of applied biology. The ease with which we remember things depends on being able to associate one thing with another.” p. 21

“There is no reason why interesting facts about the way in which languages grow, the way in which people use them, the diseases from which they suffer, and the way in which other social habits and human relationships shape them, should not be accessible to use. There is no reason why we should not use knowledge of this sort to lighten the drudgery of assimilating disconnected information by sheer effort of memory and tedious repetition.” p 24

“Any one appalled by the amount of drudgery which learning a language supposedly entails can get some encouragement from two sources. One is that no expenditure on tuition can supply the stimulus you can get from spontaneous intercourse with a correspondent, if the latter is interested in what you have to say, and has something interesting to contribute to a discussion. The other is that unavoidable memory work is much less than most of us suppose; and it need not be dull, if we fortify our efforts by scientific curiosity about the relative defects and merits of the language we are studying, about its relation to other languages which people speak, and about the social agencies which have affected its growth or about circumstances which have moulded its character in the course of history.” p. 24

“One great obstacle to language-learning is that usual methods of instruction take no account of the fact that learning any language involves at least three kinds of skill as different as arithmetic, algebra and geometry. One if learning to read easily. One is learning to express oneself in speech or in writing. The third is being able to follow the course of ordinary conversation among people who use a language habitually… Whether it is best to concentrate on one to the exclusion of others in the initial stages of learning depends partly on the temperament of the beginner, and partly on the social circumstances which control opportunities for study or use.” p. 25

“Our knowledge of the words we use in expressing ourselves is not prompted by the situation, as our recognition of words on a printed page is helped by the context. Though the number of words and expressions we need is far fewer, we need to know them so thoroughly, that we can recall them without prompting.” p. 28

“The statistical method used in compiling word-lists given in the most modern text-books for teaching foreign languages evades the essence of our problem. If we want to get a speaking or writing equipment with the minimum of effort, fuss and bother, we need to know how to pick the assortment of words which suffice to convey the meaning of any plain statement.” p. 30

“The rules embodied in [Latin and Greek] conjugations and declensions tell you much you need to know in order to translate classical authors with the help of a dictionary. Grammarians who had spent their lives in learning them, and using them, carried over the same trick into the teaching of languages of a different type. They ransacked the literature of living languages to find examples of similarities which they could also arrange in systems of declensions and conjugations, and they did so without regard to whether we really need know them, or if so, in what circumstances… The effect of this was to burden the memory with an immense story of unnecessary luggage without furnishing rules which make the task of learning easier.” p. 37-8

“When sensible people began to see the absurdity of this system, still preserved in many grammar-books, there was a swing of the pendulum from the perfectionist to the nudist (or DIRECT) method of teaching a language by conversation and pictures, without any rules. The alleged justification for this is that children first learn to speak without any rules, and acquire grammar rules governing the home language, if at all, when they are word-perfect. This argument is based on several misconceptions… Since The Loom of Language is not a children’s book, there is no need to dwell on the ludicrous excesses of educational theorists who advocated the direct method* and fooled some teachers into taking it up. The most apparent reason for its vogue is that it exempts the teacher from having any intelligent understanding of the language which he or she is teaching.” p. 38 (Can I just say BURN!?!)

* The silliness of the direct method when tried out on adults was pointed out by Henry Sweet in 1899.

‘The fundamental objection, then, to the natural method is that it puts the adult into the position of an infant, which he is no longer capable of utilizing, and, at the same time, does not allow him to make use of his own special advantages. These advantages are, as we have seen, the power of analysis and generalization – in short, the power of using a grammar and a dictionary.’

“The popular myth that it is more difficult for an adult than for a child to learn languages has been disproved by experimental research carried out by modern educationists. Much of the effort put into early education is defeated by the limitations of the child’s experience and interests. The ease with which we remember things depends largely on the ease with which we can link them up to things we know already. Since the adult’s experience of life and the adult’s vocabulary are necessarily more varied than those of the child, the mental equipment of the adult provides a far broader basis of association for fresh facts… Children learn their own language and a foreign one pari passu. The adult can capitalize the knowledge of his or her own language as a basis for learning a new one related to it.” p. 42

So… nothing has changed in seventy years. Learning languages in the traditional classroom with grammar books didn’t work then and it doesn’t work now. People still believe the myth that children learn languages better than adults and that banning the native language will magically make students fluent in another language. It’s so frustrating as a linguist and language teacher to have to explain to people all. the. time. that neither one is true.

I’ve previously written about the use of the first language in the classroom and why I am also against the direct method. It is not supported by research in any way, which should be a good enough reason to not use it, but I still come across teachers who insist on banning the first language of the students. Research clearly shows that students need to use their first language in learning a second or third language, and in fact, that they cannot NOT use it. Helping students go between their native and second language and discovering the similarities and differences that can improve and increase the rate of acquisition is a much better “method.”

Also check out Language Learning Quotes from other resources if you’re interested in linguistic research on second language acquisition.

And can we bring back saying nudist method instead of direct method??

© Jennifer Wagner for Jennie n'est plus en France, 2012. | Permalink | 3 comments | Add to del.icio.us | Who is linking?
Post categories: Learning French, Learning Other Languages

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I recently returned from two weeks of travelling around Australia. A friend from Arizona, Michelle, came to Australia for the first time and we decided to visit all of the major tourist attractions. We went to Sydney and Melbourne, drove along the Great Ocean Road, enjoyed a few days at the Great Barrier Reef and Whitehaven Beach, and finished at Ayers Rock Resort. Michelle also came back to Adelaide with me and we went to Cleland Wildlife Park so she could hold a koala (one of the few places in Australia where you can do that) and up to the Barossa Valley for a wine tour. Because of the large distances between all of these places, we had to fly everywhere but since flying in Australia is the opposite of flying in the US (i.e. it is actually a pleasant experience), we had no problems with our flights or baggage.

I met Michelle in Melbourne where I had rented a car so we (ok, I since Michelle had never driven on the left before) could drive along the Great Ocean Road. We actually did it in one day, which turned out to be nine hours of driving for me, but we made so many stops along the way that I was not tired at all. Plus the drive is incredibly beautiful and I was so excited to finally be doing it.

We also wandered around Melbourne in 100° heat (38°C) and watched the Penguin Parade on Phillip Island. Then it was off to Airlie Beach where we did the Great Barrier Reef and Whitehaven Beach tours with Cruise Whitsundays. I managed to not get sick on the boats, but even if you are prone to motion sickness, they are totally worth it!

Next we flew down to Sydney and luckily it was not as hot as in Melbourne. I don’t really like big cities but the big cities in Australia are different than those in Europe or the US. I can’t really explain it but they are just somehow better (like everything in Australia!)

The last destination was, of course, Ayers Rock – or Uluru, as it is called by the traditional owners of the land, the Anangu people. There are also other rocks in the national park, called The Olgas or Kata Tjuta, which are just as beautiful. A three day pass to the Uluru-Kata Tjuta National Park only costs $25, but getting there and the price of accommodation can be a bit high.

We flew to the Ayers Rock airport instead of Alice Springs (“only” a five hour drive away) because we were staying at the Ayers Rock Resort next to the national park, which is the only place to stay since there is no camping inside the park. It is essentially its own little town, with a gas station, grocery store, post office, police station, etc. but what I loved most was hearing so many languages. Since Ayers Rock is the biggest tourist destination after Sydney and the Great Barrier Reef, there are more foreign tourists there than Australians. Australia is very multilingual and I often hear several languages in the big cities and even when I’m out shopping in the suburbs of Adelaide, but languages were everywhere at Ayers Rock! In addition to the wonderful dry heat of the desert (anything less than 95°F / 35° C and I’m chilly), it was paradise for me.

I’ve already uploaded my photos to the Gallery, and I’ll work on typing up some travel trips for anyone who is interested in going to the same places. But I do need to get back to working on that pesky thesis over Christmas break. If only I had the life of a kangaroo…

___________________________________________________________________

Photo Albums

• Melbourne & Great Ocean Road, VIC
• Sydney, NSW
• Great Barrier Reef, QLD
• Ayers Rock, NT
• Adelaide, SA

I have also uploaded some videos of Ayers Rock, the Great Barrier Reef and Australian animals to my Youtube channel.

© Jennifer Wagner for Jennie n'est plus en France, 2012. | Permalink | 8 comments | Add to del.icio.us | Who is linking?
Post categories: Australia, Travelling

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A huge thank you to Andrew at howlearnspanish.com and commenter Robin who led me to the Spanish, French, and German Extr@ TV series. They were produced by Channel 4 in the UK and are aimed at teenagers learning languages, but any language learner should find them useful. Unlike language textbook videos where the speech is too slow and unrealistic, these videos are actually fun to watch!

The characters do speak somewhat slowly but that’s part of the plot since there is an American character who is learning the language.  The 13 episodes and 4 main characters, as well as the actor* who plays the American, are the same for all three languages. The basic story is that two girls, Lola/Sacha/Sascha and Ana/Annie/Anna share an apartment in Barcelona/Paris/Berlin. They have a neighbor called Pablo/Nico/Nic, and an American, Sam, comes to stay with them. The episodes are about 95% in the target language since Sam says a few things in English. The scripts aren’t exact among the versions but they are extremely similar so once you’ve watched one language, it will help you figure out what’s going on in another language.

Personally I find the Spanish version the best, mostly because Pablo is hilarious, but the German version is good too. The French version doesn’t work quite as well, but that could just be because French is my strongest language. The series remind me of a 90′s sitcom, complete with laugh track and abandoned plot points, even though they were filmed between 2002 and 2004. And even when Sam the American says things like flatmate, on holiday, and the washing instead of roommate, on vacation, and the laundry, I find it cute rather than annoying.

Plus the bromance between Pablo and Sam cracks me up.

There is also a version set in London with an Argentinian character learning English (Pablo from the Spanish series) that has 30 episodes. All of the episodes can be found on YouTube and all of the transcripts and exercises/activities can be found either at the channel 4 site or this German site (in .pdf or .doc format). Madame Thomas also has a Wiki with the Spanish videos cut into smaller segments.

 * The American is played by a Dutch actor who is actually fluent in Spanish, Italian and German. And English, obviously.

© Jennifer Wagner for Jennie n'est plus en France, 2012. | Permalink | 5 comments | Add to del.icio.us | Who is linking?
Post categories: Learning French, Learning Other Languages

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MOOC (massive open online course) providers such as Coursera, Udacity and edX have been in the news and featured on blogs recently. The free exchange of knowledge and ideas is an exciting concept for those of us who love learning for the sake of learning. However, Udacity and edX don’t seem to have very many courses yet, and even though Coursera has quite a bit more content, none of these MOOC providers offer language courses. The focus always seems to be on technology, math and science – which is great because let’s face it, everybody need more science – but I’m a little sad that no one seems to think language courses are just as vital.

Even other open source educational sites such as Khan Academy or The Saylor Foundation, which  let you go through the material at your own pace rather than enrolling in a course that has a specific start and end date, currently offer no resources for learning languages. MIT OpenCourseWare does provide materials used in their language courses (some of which might be available on edX in the future), though some languages only have PDF files rather than multimedia content. Carnegie Mellon’s Open Learning Initiative is another great open-source site, except there are only 15 courses available for free. French is the only language offered, but Arabic is in the works.

iTunes U still seems to be the best place to find free linguistics lectures and language learning materials. Hundreds of universities, colleges, and even some secondary schools offer resources. The Open University [iTunes link] is one of my favorites. Another great aspect of iTunes U is that resources from non-Anglophone universities are also available so you can listen to lectures in Spanish, French, Italian, Portuguese, German, Dutch, Swedish, etc. (Some universities offer podcasts of their courses through their own websites rather than through iTunes, such as UC San Diego.)

If you’re interested in language learning/teaching research, two talks I recommend are:

• Orlando Kelm’s  ”Language Learning in Today’s World: How Do Universities Fit In?” [iTunes link; audio only] You can also read his blog post about this talk, and his interview on Language Mastery.
• Patsy Lightbown’s “Easy as Pie, the Myth of Child Second Language Learning” [iTunes link; video]

UCLA, Wisconsin-Madison, Arizona and La Trobe seem to have the most linguistics lectures on a wide range of topics. Besides The Open University, these universities offer language learning materials:

• Yale (French, German, Mandarin, Brazilian Portuguese) [iTunes link]
• Glamorgan (French, Spanish, Italian, German, Welsh) [iTunes link]
• Emory University (lots of lesser taught languages) [iTunes link]

Although it is not available via iTunes U, the Center for Open Education Resources and Language Learning at the University of Texas-Austin has several amazing resources for learning languages, most of which can be downloaded as podcasts via RSS or iTunes. I’m sure I’ve mentioned these before, but they are really well-done and COERLL is adding more languages and resources all the time. Most of these materials are meant to accompany the actual course rather than act as an online course, but independent learners can use them as well. Some of the resources include:

• Français interactif
• Deutsch im Blick
• Spanish Proficiency Exercises
• Brazilpod
• Radio Arlecchino
• Aswaat Arabiyya “Arabic Voices”
• Persian Online
• Life with Turkish
• Gateway to Chinese

© Jennifer Wagner for Jennie n'est plus en France, 2012. | Permalink | 7 comments | Add to del.icio.us | Who is linking?
Post categories: Learning French, Learning Other Languages

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