Thoughts about Language Learning

We don't teach our students a language, we facilitate language learning.

In other words, we are trying to accelerate what is an otherwise natural process by creating an artificial environment where

• language learning is accelerated, to compensate for the age factor,
• and language exposure and feed back is maximized, to compensate for the scarcity of language exposure in learner's environment.

Language exposure and language feedback are important for linguistic deduction and, subsequently, language acquisition. The learner has to deduce from multiple instances of a linguistic item, try to use it, and continually verify his deduction from his environment.

Assuming that the learner is keen to learn, two elements are essential for language facilitation

• a competent teacher
• and abundant learning aids.

Although the trainee does most of the work, or at least seems so, it takes a very knowledgeable language instructor to facilitate the processes. It might look so simple superficially, but competent instructors only makes it seem so.

Also, language learning necessitates the rich use of aids to help learners deduct. The book, whiteboard, projector, tapes, worksheets, and different activities are all examples of a learning aid. These learning aids comprise the artificial environment that accelerates the learning process.

Teaching a student about a language is one thing, but facilitating language acquisition is something else.

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