How can one learn a language in a creative way?

Do we need a magic broomstick for jumping over the language barrier?

Three open questions about learning and teaching foreign languages

As a language teacher \ learner who has worked extensively in private schools, as well as in all kinds of individual formats, I often try?to clarify certain key problems with foreign languages. We know there are many places around the world where people learn many languages organically. Switzerland is a famous European example, although more exotic locales may be found in Oceania. Here, we are not talking about situations of this kind. We will discuss learning a foreign language in monolingual environment.

My strategy of teaching mostly involves “coaching” and helping the student to become an autonomous learner. I do not promise fluency or a flawless accent. Rather, I prefer to work with beginners and then introduce them to my colleagues. The latter are native speakers and who can help with “polishing” grammar or achieving particular goals (such as TOELF or other certifications), or with work in particular communicative contexts. There is a well-known term, “English for specific purposes”. Even among native speakers, there are some teachers who are rather better, for example, at understanding Shakespearean plays or writing their thesis about IT.

In some ways, the question “Who is your teacher” is more important than “What do you teach”.

In this short article, I will offer you three main problems with learning a language, and I will be happy to read your comments from the perspective of teachers\learners. I would call these “meta” problems, because I believe they are important no matter which precise method of teaching or learning (from many available) you choose.

1.Lack of real motivation. Paradoxically, many people like to think that they “want to learn” (or broadly speaking, to change something in their life). But wanting is not doing. Pipe-dreaming and procrastination are common friends of language learners. Many people prefer do simulate learning a language, because it is prestigious or life is “supposed to be like this”. Actually doing so is a different matter.

Obviously, the best case for learning languages is that the need for language is strong, and indeed, a prerequisite for survival. Almost all teachers agree that, aside from cases of brain damage, such as dementia, there are no structural limitations for learning languages. But at the same time, there are many nuances of personal learning style that should be taken into consideration. Sometimes, this is also a matter of neuropsychology. For example, I find it difficult to maintain long-term attention. I can't concentrate for a long time or perform well in long multiple-choice tests (for instance), but at the same time, I can do much better in oral exams or in the creative use of language. It sounds like a platitude, but I believe that clarifying (or creating) real motivation, and using personal learning styles, are critically important.

2.Intolerance of frustration and mistakes. If children are usually playful and open to new experiences without great expectations of perfectionism, then for adults, the situation is very different.

Often, those who start to learn a foreign language suffer from feelings of frustration and clumsiness, especially if we maintain the paradigm of “immediate correction”. Then, in speaking or writing, the student will permanently have a sense of error, or even incompetence. Not everybody can maintain morale, enthusiasm or diligence in this situation.

This is the famous teaching problem of accuracy versus fluency. I believe that (with some expectations) for linguistic beginners, real communication and a task-based approach are much more useful than working with “ideal grammar.” Grammar can be applied later. Before one does acrobatics, one must learn to walk – and fall.

3.Lack of creative \ critical thinking

It's a commonplace, alas, that many people who learn languages think that the learning process is a final goal itself. Yes, sometimes people can describe certain “meta” goals, such as a career, tourism, or communicating with partners. Mostly, however, people do not consider meta-skills.

How many learners are deeply interested in questions such as “how to learn”? Only a small minority actually think more profoundly about language (in terms of grammar, usage, neuropsychology, learning styles and strategies etc). This may be very common for polyglots, but it is not usual for people who focus on learning only one new language.

Why?

How can one learn a language in a creative way? This is not only a matter of “creative writing”, “brainstorming” or using theatre or art to generate spontaneous speech. It’s more a question of how to find a balance between “fixed rules” (grammar, pragmatic usage, etc), on the one hand, and the personal creative flow and passion of someone who wishes to discover a new world of new language. Finally, we cannot separate language from personality.