Conventional methods of learning English have failed and still they reign on the market. Why?

The competition is a very big. For example: I found ABA English a great way for students to learn English.

The competition is a very big. For example: I found <a title="ABA English" href="http://www.abaenglish.com/en" id="p:-d">ABA English</a> a great way for students to learn English. <object width="340" height="285"><param name="movie" value="http://www.youtube.com/v/gMZ61srrdec&hl=en_US&fs=1&rel=0&color1=0x006699&color2=0x54abd6&border=1"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/gMZ61srrdec&hl=en_US&fs=1&rel=0&color1=0x006699&color2=0x54abd6&border=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="340" height="285"></embed></object>

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Arkady,

I am not sure a discussion on language learning by non-linguists is valid. How can a layman, who is not a linguist or language educator, like yourself, refute language teaching ideas unless he or she had conducted studies on the subject? Although students of English may know quite a bit about language learning for themselves, how can they generalize for others?

Personally, I admire your ambitious initiative, but professionally, I find your program inadequate, but doable if used by experienced teachers.

Arkady, I am not sure a discussion on language learning by non-linguists is valid. How can a layman, who is not a linguist or language educator, like yourself, refute language teaching ideas unless he or she had conducted studies on the subject? Although students of English may know quite a bit about language learning for themselves, how can they generalize for others? Personally, I admire your ambitious initiative, but professionally, I find your program inadequate, but doable if used by experienced teachers.

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Learning English does not require the guidance of teachers (professional or amateur). Learners can learn by gaining exposure to the language through movies, TV shows, radio shows, Internet websites, youtube videos. Conventional learners can find online programs, private teachers (online & face-to-face), schools (formal & informal), SKYPE, and WiZiQ to help them learn English.

Learning English does not require the guidance of teachers (professional or amateur). Learners can learn by gaining exposure to the language through movies, TV shows, radio shows, Internet websites, youtube videos. Conventional learners can find online programs, private teachers (online & face-to-face), schools (formal & informal), SKYPE, and WiZiQ to help them learn English.

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Hi Paul,

That's a great idea. I created a page on IT4ALL wiki so we can share the resources that are available online for EFL/ESL learners.

You and others are invited to join me.

Warm wishes,
Nelie

Hi Paul, That's a great idea. I created a page on <a href="http://wiki.integrating-technology.org/index.php/Online_Learning/English/Resources" >IT4ALL wiki</a> so we can share the resources that are available online for EFL/ESL learners. You and others are invited to join me. Warm wishes, Nelie

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To clarify, I don't believe Nellie is labeling you as a “laymen"; her point was that language learners cannot generalize how all language learners learn. So your exhaustive explanation regarding linguists is irrelevant. Regarding your argument regarding students being able to generalize how others learn, you say the following:

“I started my own field research in linguistics more than 25 years ago by clearly formulating the objective of research: why few adults can learn a foreign language easily and speak it fluently, the majority seems have great difficulties. I made hundreds of experiments and had thousands of grateful students before I was able to patent the Language Bridge method in USA in 2002 (USA patent 6341958)."

This is a classic straw man argument. They may offer testimony but that's about it. If you have published your research findings that include student testimony, then I'd be interested in reading it.

Another straw man you continually present is this notion that if someone disagrees with you that they automatically support traditional teaching methods. To be honest, it's hard to separate Arkady the academic and Arkady the entrepreneur. That is, when you post to this thread, are you addressing potential clients or fellow-colleagues. I would say that when posting to these forums, that you should be focusing more on the latter instead of the former. At least address one audience at a time. In my opinion, when you generalize something, you are selling something (learn four times as fast, all learners…, etc.).

Questions: Can you deny the fact that simultaneous repetition is not a form of drill and practice (i.e., behaviorism learning theory) that is often associated with traditional methods? What role does simultaneous repetition have on your entire system? Is there room for other learning theories in your method?

To clarify, I don't believe Nellie is labeling you as a “laymen"; her point was that language learners cannot generalize how all language learners learn. So your exhaustive explanation regarding linguists is irrelevant. Regarding your argument regarding students being able to generalize how others learn, you say the following: “I started my own field research in linguistics more than 25 years ago by clearly formulating the objective of research: why few adults can learn a foreign language easily and speak it fluently, the majority seems have great difficulties. I made hundreds of experiments and had thousands of grateful students before I was able to patent the Language Bridge method in USA in 2002 (USA patent 6341958)." This is a classic straw man argument. They may offer testimony but that's about it. If you have published your research findings that include student testimony, then I'd be interested in reading it. Another straw man you continually present is this notion that if someone disagrees with you that they automatically support traditional teaching methods. To be honest, it's hard to separate Arkady the academic and Arkady the entrepreneur. That is, when you post to this thread, are you addressing potential clients or fellow-colleagues. I would say that when posting to these forums, that you should be focusing more on the latter instead of the former. At least address one audience at a time. In my opinion, when you generalize something, you are selling something (learn four times as fast, all learners…, etc.). Questions: Can you deny the fact that simultaneous repetition is not a form of drill and practice (i.e., behaviorism learning theory) that is often associated with traditional methods? What role does simultaneous repetition have on your entire system? Is there room for other learning theories in your method?

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And my argument against “methodology" (as in language learning methodology) continues…

Let's take Language Bridge as an example. I am not familiar with the system, but after viewing an introductory video, it seems that this system uses a mixture of the Direct or Natural Method and the Lexical Approach to language learning (feel free to correct me if I'm wrong). It also mentions that the system is best utilized if the system is integrated with synchronous computer-mediated communication (SCMC), mentioning WiZiQ of course.

Now, I'd like to pose the following questions:

1. Is Language Bridge successful because it incorporates these language methodologies/approaches (whatever we want to call them)?
2. If I develop my own system using these same methods, will I be as successful?
3. What percentage of SCMC and self-study (using Language Bridge) is ideal?

Hopefully it's becoming clear that learning an additional language is not so much about methodologies or approaches, but rather has more to do with how the system or teacher creates opportunities to interact with content and people. For example, two teachers claiming to teach English using the lexical approach and the direct method are undoubtedly going to be very different in how effective they are regarding student achievement.

Let's assume that the word “method" is used to describe the Language Bridge system as a whole. How can we claim this is a good method when we really have no idea how much is the method and how much has to do with SCMC. How do we claim this is a good method to learning a language when some people do not end up achieving the language-learning goals (as any method or combination of methods will fail to reach every single student).

So, instead of this notion that we need to change methods of learning a language, we need to address how to articulate changing learners´behaviors in such a way to improve their language proficiency. We need to address how facilitators can guide learners in discovering how they learn a language best.

Getting back to Arkady's initial question:

"Should ESL teachers at WiZiQ be involved in explaining [to] the learners how to change [their] learning habits?"

I would say, yes! Let's talk to them about changing their learning habits then let them decide what works best for them. Change at the classroom level is much more straightforward…it requires teachers to continually provide learning strategies (cognitive and metacognitive) in a way that helps learners achieve their language goals.

Note: I have nothing at all against Language Bridge and am sure it reaches a lot of language learners. My point to this post is to bring us back to the original point of the thread: learning habits and not methodology. It's more about what the learner does, not the teacher.

And my argument against “methodology" (as in language learning methodology) continues… Let's take Language Bridge as an example. I am not familiar with the system, but after viewing an introductory video, it seems that this system uses a mixture of the Direct or Natural Method and the Lexical Approach to language learning (feel free to correct me if I'm wrong). It also mentions that the system is best utilized if the system is integrated with synchronous computer-mediated communication (SCMC), mentioning WiZiQ of course. Now, I'd like to pose the following questions: 1. Is Language Bridge successful because it incorporates these language methodologies/approaches (whatever we want to call them)? 2. If I develop my own system using these same methods, will I be as successful? 3. What percentage of SCMC and self-study (using Language Bridge) is ideal? Hopefully it's becoming clear that learning an additional language is not so much about methodologies or approaches, but rather has more to do with how the system or teacher creates opportunities to interact with content and people. For example, two teachers claiming to teach English using the lexical approach and the direct method are undoubtedly going to be very different in how effective they are regarding student achievement. Let's assume that the word “method" is used to describe the Language Bridge system as a whole. How can we claim this is a good method when we really have no idea how much is the method and how much has to do with SCMC. How do we claim this is a good method to learning a language when some people do not end up achieving the language-learning goals (as any method or combination of methods will fail to reach every single student). So, instead of this notion that we need to change methods of learning a language, we need to address how to articulate changing learners´behaviors in such a way to improve their language proficiency. We need to address how facilitators can guide learners in discovering how they learn a language best. Getting back to Arkady's initial question: "Should ESL teachers at WiZiQ be involved in explaining [to] the learners how to change [their] learning habits?" I would say, yes! Let's talk to them about changing their learning habits then let them decide what works best for them. Change at the classroom level is much more straightforward…it requires teachers to continually provide learning strategies (cognitive and metacognitive) in a way that helps learners achieve their language goals. Note: I have nothing at all against Language Bridge and am sure it reaches a lot of language learners. My point to this post is to bring us back to the original point of the thread: learning habits and not methodology. It's more about what the learner does, not the teacher.

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“In my opinion, they would not and the reason is that only 3% of learners or teachers are ready to change their learning/teaching habits.

How to resolve this catch 22 situation?"

I really don't see this as a catch 22. If teachers change, students are more likely to change. Unfortunately, this is more likely than the inverse: if students change, teachers change. In other words, it's not like learners and teachers are at opposite sides of the fence and we are trying to get them both to change their behaviors independently. The process of learning, the interaction that teachers and students are involved in plays a key role in how change manifests itself.

This leads me to my next point regarding a language learner making up her mind how to learn a language. This notion caused me to reflect on how I learned (and continue to learn) Spanish. As I progress through my language development, I never conceded to the notion that my mind was ever made up with regard to how I learn Spanish. I had teachers that I liked more than others, but it had little-to-nothing to do with the methodology used or my own learning style for that matter, as I don't particularly think learning styles exist in the first place (http://www.youtube.com/watch?v=sIv9rz2NTUk).

What worked for me was how the teachers made me feel and how the teachers created opportunities for me to interact with content and with others. My motivation came from the interaction and feedback I received regardless of the language method or combination of methods that were used (i.e., audiolingualism, functional approach, direct method, natural method, etc.).

Language learning (like all learning) is a complex, emergent phenomenon and will vary greatly among individuals as well as vary over time with each individual. If change is needed, the focus should be on the teachers. If teachers see a personal benefit for making a change and they feel they have the support (i.e., they are encouraged to take risks, there are no ramifications for making mistakes, etc.), then they will be more likely to change their behavior. But this often means creating a learning community that encourages change that “pushes up" from the bottom (i.e., teachers, students, parents, etc.) and “trickles down" from the top (i.e., school director, principal, administrators, school board, etc.). Change takes a village, as in raising a child takes a village (http://en.wikipedia.org/wiki/It_Takes_a_Village).

“In my opinion, they would not and the reason is that only 3% of learners or teachers are ready to change their learning/teaching habits. How to resolve this catch 22 situation?" I really don't see this as a catch 22. If teachers change, students are more likely to change. Unfortunately, this is more likely than the inverse: if students change, teachers change. In other words, it's not like learners and teachers are at opposite sides of the fence and we are trying to get them both to change their behaviors independently. The process of learning, the interaction that teachers and students are involved in plays a key role in how change manifests itself. This leads me to my next point regarding a language learner making up her mind how to learn a language. This notion caused me to reflect on how I learned (and continue to learn) Spanish. As I progress through my language development, I never conceded to the notion that my mind was ever made up with regard to how I learn Spanish. I had teachers that I liked more than others, but it had little-to-nothing to do with the methodology used or my own learning style for that matter, as I don't particularly think learning styles exist in the first place (http://www.youtube.com/watch?v=sIv9rz2NTUk). What worked for me was how the teachers made me feel and how the teachers created opportunities for me to interact with content and with others. My motivation came from the interaction and feedback I received regardless of the language method or combination of methods that were used (i.e., audiolingualism, functional approach, direct method, natural method, etc.). Language learning (like all learning) is a complex, emergent phenomenon and will vary greatly among individuals as well as vary over time with each individual. If change is needed, the focus should be on the teachers. If teachers see a personal benefit for making a change and they feel they have the support (i.e., they are encouraged to take risks, there are no ramifications for making mistakes, etc.), then they will be more likely to change their behavior. But this often means creating a learning community that encourages change that “pushes up" from the bottom (i.e., teachers, students, parents, etc.) and “trickles down" from the top (i.e., school director, principal, administrators, school board, etc.). Change takes a village, as in raising a child takes a village (http://en.wikipedia.org/wiki/It_Takes_a_Village).

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“What is the main barrier in learning ESL?"

Are you lumping ESL with EFL? Anyway, I don't have a main barrier, but here are few that come to mind which are in no particular order: 1) using English in real-life situations, 2) learners interacting with native speakers, 3) giving learners more choice in the content they are to uncover, the process in which they will interact, and the products they are to create, 4) promoting diversity in ideas, beliefs, and perspectives, 5) promoting learner and teacher autonomy, 6) lacking of and the utilization of open educational resources (OERs), and 7) assuming learning a language is a linear process that can be achieved through the “prepackaging" of content. Notice how technology can aid in breaking down all these barriers!

“Do you think that cross-translation – the subconscious translation from/into native language - is the main barrier?"

No, I don't think cross-linguistic influence is the main barrier, but it really depends on the teaching/learning context. I do think it is a barrier though.

“We can't learn English in depth with the same habits and methods we use for math, science, or history. Why?"

Well, I disagree with the premise. I think all subjects can be learned with ample input, opportunities to create authentic output (or as authentic as possible), and opportunities to interact with input, output, along with human beings (both within and outside the classroom). This is all done through a supportive and formative learning environment. I think this applies to learning English, math, science, and history.

“Learning to speak and understand English using obsolete rules based on grammar and memorization of words and information about English is inefficient and revolting to Digital Learners and should be changed. Why?"

You bring up three main points here:

1) I´m not sure I'd refer to grammar rules as being “obsolete" or the rule that one must teach grammar as being "obsolete" either. When I began learning Spanish, I also began learning the differences between Spanish and English grammar: yes, I was taught Spanish grammar both overtly and covertly. This came in handy later on as an EFL teacher because I could anticipate some of the cross-linguistic problems that Spanish speakers have when learning English. It never occurred to me to not answer a grammar question if a student asked me simply because I thought they could learn better if I taught grammar only in a covert way.

2) The role of memorization in language learning (or any learning for that matter): Most literature supports the notion that memorization is one of several cognitive structures that learners use to gain knowledge, understanding, and skill sets. Also, I feel that language learning involves both cognitive and social interaction. So instead of positioning discrete dichotomies at opposite ends: covert or overt grammar, implicit or explicit learning, incidental or intentional learning, etc., it's more productive to consider them as falling along a continuum.

3) “Digital natives" versus “digital immigrants": They're in quotation marks because again I think this is another dichotomy that is really difficult to define in a productive way. Yes, Generation Y perhaps grew up with technology more than the prior generation (depending on the culture), but it's been my experience that they don't necessarily know how to use technology to best promote their own learning. By the same token, I have also met many Generation Xers who know quite a bit about technology.

I would like to frame your questions the following way:

1) What are some common barriers for English language learners that you experience in your ESL/EFL classroom? Are there differences in these barriers between ESL and EFL? If so, how do they differ?

2) What role does cross-linguistic influence have for English language learners within your own teaching context?

3) How can English be learned in breadth and depth?

4) How do you approach grammar in your classes?

5) What role, if any, does “drill and practice" have in your classes?

6) Based on your experience, what role does technology have in language learning?

My goal in adapting your questions is to find the optimal solutions which will empower both the ESL learners and teachers at a connective level and not at a collective level. In other words, I don't hope to achieve a consensus as to what these optimal solutions are as a group, but rather that each teacher gathers information from other educators in determining what is optimal for them at that particular time, realizing that it is certain to change over time.

Hopefully this post will not require a translation, but if it does, please feel free to do so (I know George and perhaps others are fast asleep by now.). Also, I enjoy sharing differences in opinion, so don't hold back (smile).

“What is the main barrier in learning ESL?" Are you lumping ESL with EFL? Anyway, I don't have a main barrier, but here are few that come to mind which are in no particular order: 1) using English in real-life situations, 2) learners interacting with native speakers, 3) giving learners more choice in the content they are to uncover, the process in which they will interact, and the products they are to create, 4) promoting diversity in ideas, beliefs, and perspectives, 5) promoting learner and teacher autonomy, 6) lacking of and the utilization of open educational resources (OERs), and 7) assuming learning a language is a linear process that can be achieved through the “prepackaging" of content. Notice how technology can aid in breaking down all these barriers! “Do you think that cross-translation – the subconscious translation from/into native language - is the main barrier?" No, I don't think cross-linguistic influence is the main barrier, but it really depends on the teaching/learning context. I do think it is a barrier though. “We can't learn English in depth with the same habits and methods we use for math, science, or history. Why?" Well, I disagree with the premise. I think all subjects can be learned with ample input, opportunities to create authentic output (or as authentic as possible), and opportunities to interact with input, output, along with human beings (both within and outside the classroom). This is all done through a supportive and formative learning environment. I think this applies to learning English, math, science, and history. “Learning to speak and understand English using obsolete rules based on grammar and memorization of words and information about English is inefficient and revolting to Digital Learners and should be changed. Why?" You bring up three main points here: 1) I´m not sure I'd refer to grammar rules as being “obsolete" or the rule that one must teach grammar as being "obsolete" either. When I began learning Spanish, I also began learning the differences between Spanish and English grammar: yes, I was taught Spanish grammar both overtly and covertly. This came in handy later on as an EFL teacher because I could anticipate some of the cross-linguistic problems that Spanish speakers have when learning English. It never occurred to me to not answer a grammar question if a student asked me simply because I thought they could learn better if I taught grammar only in a covert way. 2) The role of memorization in language learning (or any learning for that matter): Most literature supports the notion that memorization is one of several cognitive structures that learners use to gain knowledge, understanding, and skill sets. Also, I feel that language learning involves both cognitive and social interaction. So instead of positioning discrete dichotomies at opposite ends: covert or overt grammar, implicit or explicit learning, incidental or intentional learning, etc., it's more productive to consider them as falling along a continuum. 3) “Digital natives" versus “digital immigrants": They're in quotation marks because again I think this is another dichotomy that is really difficult to define in a productive way. Yes, Generation Y perhaps grew up with technology more than the prior generation (depending on the culture), but it's been my experience that they don't necessarily know how to use technology to best promote their own learning. By the same token, I have also met many Generation Xers who know quite a bit about technology. I would like to frame your questions the following way: 1) What are some common barriers for English language learners that you experience in your ESL/EFL classroom? Are there differences in these barriers between ESL and EFL? If so, how do they differ? 2) What role does cross-linguistic influence have for English language learners within your own teaching context? 3) How can English be learned in breadth and depth? 4) How do you approach grammar in your classes? 5) What role, if any, does “drill and practice" have in your classes? 6) Based on your experience, what role does technology have in language learning? My goal in adapting your questions is to find the optimal solutions which will empower both the ESL learners and teachers at a connective level and not at a collective level. In other words, I don't hope to achieve a consensus as to what these optimal solutions are as a group, but rather that each teacher gathers information from other educators in determining what is optimal for them at that particular time, realizing that it is certain to change over time. Hopefully this post will not require a translation, but if it does, please feel free to do so (I know George and perhaps others are fast asleep by now.). Also, I enjoy sharing differences in opinion, so don't hold back (smile).

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Hello Arkady,

I´m enjoying our exchange of ideas.

“Many researchers, however, discovered that human faculty to be open minded is rather limited because we evaluate incoming information through the prism of our past experience. Can you evaluate the information in my response as it is, without labeling it wrong or right according to your past experience as a linguist?"

Well, all I can say is that I invite you and everyone to please evaluate what I say and feel free to label anything I say as right or wrong.

“Cross-translation problem explains also the fact that millions of Chinese EFL learners can write and read in English but majority of them can't speak"

Again, I agree that cross-linguistic influence is a factor in how one learners an additional language. All I´m trying to figure out is if you truly believe that keeping an open mind means generalizing that ALL learners experience cross-linguistic influence as THE main barrier, whether you believe that NO memorization should be part of the language learning classroom, and more generally, whether you think that NO explicit instruction is needed in order to learn another language.

Regarding learning styles, we choose the delivery methods based on the content and objective of a particular activity. Let's say that I administered a learning styles questionnaire and determined that most of my students were auditory learners. That is, they have some innate “faculty" that allows them to learn better through listening. Let's say that I wanted to show a newscast in order to demonstrate how certain verbal and non-verbal exchanges occurred during a newscast. Do I turn the video off (allowing only the audio) because they are not visual learners, for example? Do I not even show the video because I know they don't have some neurological connection in the brain that allows them to learn as well visually?

Even Gardner recognizes that the Intelligences are competencies that can grow and develop over time. And that we all obtain all the intelligences to a certain degree. Therefore, it's my belief that student's exposure to a variety of input is not based on their “learning styles" but rather based on how the delivery best serves the dynamic of the class. I think most teachers do this intuitively already.

I see you agree a lot with Krashen. I would counter that with the literature from DeKeyser (1997, 1998), Hulstijn (1995, 1999), McLaughlin (1978, 1990), and Swain (1985; Swain and Lapkin, 1995) in how they support explicit learning through the notion of practice. My own personal approach to language learning adapts teaching and learning through the building of understandings (Wiggins and McTighe, 2005) which is based on over 30 years of cognitive research. I particularly like their adaptation of Mortimer's The Paideia Program that categorizes teachers' roles as a careful balance between didactic instructor, facilitator, and coach. More recently, I have been looking at taking connectivists principles (Siemens and Downes, 2009) and applying them to language learning as a complex system (Larsen-Freeman and Cameron, 2008), drawing on the dynamic network that ties cognitive and social domains to content, process, and product development choices available to the language learner.

Hello Arkady, I´m enjoying our exchange of ideas. “Many researchers, however, discovered that human faculty to be open minded is rather limited because we evaluate incoming information through the prism of our past experience. Can you evaluate the information in my response as it is, without labeling it wrong or right according to your past experience as a linguist?" Well, all I can say is that I invite you and everyone to please evaluate what I say and feel free to label anything I say as right or wrong. “Cross-translation problem explains also the fact that millions of Chinese EFL learners can write and read in English but majority of them can't speak" Again, I agree that cross-linguistic influence is a factor in how one learners an additional language. All I´m trying to figure out is if you truly believe that keeping an open mind means generalizing that ALL learners experience cross-linguistic influence as THE main barrier, whether you believe that NO memorization should be part of the language learning classroom, and more generally, whether you think that NO explicit instruction is needed in order to learn another language. Regarding learning styles, we choose the delivery methods based on the content and objective of a particular activity. Let's say that I administered a learning styles questionnaire and determined that most of my students were auditory learners. That is, they have some innate “faculty" that allows them to learn better through listening. Let's say that I wanted to show a newscast in order to demonstrate how certain verbal and non-verbal exchanges occurred during a newscast. Do I turn the video off (allowing only the audio) because they are not visual learners, for example? Do I not even show the video because I know they don't have some neurological connection in the brain that allows them to learn as well visually? Even Gardner recognizes that the Intelligences are competencies that can grow and develop over time. And that we all obtain all the intelligences to a certain degree. Therefore, it's my belief that student's exposure to a variety of input is not based on their “learning styles" but rather based on how the delivery best serves the dynamic of the class. I think most teachers do this intuitively already. I see you agree a lot with Krashen. I would counter that with the literature from DeKeyser (1997, 1998), Hulstijn (1995, 1999), McLaughlin (1978, 1990), and Swain (1985; Swain and Lapkin, 1995) in how they support explicit learning through the notion of practice. My own personal approach to language learning adapts teaching and learning through the building of understandings (Wiggins and McTighe, 2005) which is based on over 30 years of cognitive research. I particularly like their adaptation of Mortimer's The Paideia Program that categorizes teachers' roles as a careful balance between didactic instructor, facilitator, and coach. More recently, I have been looking at taking connectivists principles (Siemens and Downes, 2009) and applying them to language learning as a complex system (Larsen-Freeman and Cameron, 2008), drawing on the dynamic network that ties cognitive and social domains to content, process, and product development choices available to the language learner.

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Hello Arkady,
you ask one of the trickiest questions in the industry. There are basically only two chances for a new method.

1) Find students who did not make up their minds about how to learn a new language, in this case to learn English. The problem is of course, that people already learn the classic scheme in school, so the percentage of "untouched" people is fairly low as in most countries on this planet a second language is taught in school.

2) Teach your method and gain a followership. You have to start to prove that the method works. This is of course a lot of work and fighting in the trenches but if the method is really successful it will grow virally. More and more students will be interested and eventually, if there is "a market", teachers will start to jump on the band wagon.

No one changes his / her habits just because he / she is told that other methods aren't as good. Most likely they will ask you: "But if this is the case, then why is everyone speaking English? How did they learn it?"

You cannot start by questioning other methods, you first need to prove that your methods works better. That's all :)

Hello Arkady, you ask one of the trickiest questions in the industry. There are basically only two chances for a new method. 1) Find students who did not make up their minds about how to learn a new language, in this case to learn English. The problem is of course, that people already learn the classic scheme in school, so the percentage of "untouched" people is fairly low as in most countries on this planet a second language is taught in school. 2) Teach your method and gain a followership. You have to start to prove that the method works. This is of course a lot of work and fighting in the trenches but if the method is really successful it will grow virally. More and more students will be interested and eventually, if there is "a market", teachers will start to jump on the band wagon. No one changes his / her habits just because he / she is told that other methods aren't as good. Most likely they will ask you: "But if this is the case, then why is everyone speaking English? How did they learn it?" You cannot start by questioning other methods, you first need to prove that your methods works better. That's all :)

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If you are into theory of language learning, you should also link up with Jason West, the founder of English Out There.

There is no question that Arkady's method works, he has proven it in the offline world a thousand times. I have also no doubt that his method works better for some people than most other methods.

But today you cannot convert people to your thinking by simply challenging the top dogs, saying my method is better. Does not work in web 2.0. Arkady needs to find ways to build up a followership which is the agregator for change.

If you are into theory of language learning, you should also link up with Jason West, the founder of English Out There. There is no question that Arkady's method works, he has proven it in the offline world a thousand times. I have also no doubt that his method works better for some people than most other methods. But today you cannot convert people to your thinking by simply challenging the top dogs, saying my method is better. Does not work in web 2.0. Arkady needs to find ways to build up a followership which is the agregator for change.

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Arkady:
In my opinion, they would not and the reason is that only 3% of learners or teachers are ready to change their learning/teaching habits.

How to resolve this catch 22 situation?

Kristen Winkler:
Arkady needs to find ways to build up a followership which is the agregator for change.

Me:
I'm agree with Kristen Winkler with small corection: Arkady needs to find THAT 3% teacher and learners to build up a followership which is the agregator for change.

Arkady: In my opinion, they would not and the reason is that only 3% of learners or teachers are ready to change their learning/teaching habits. How to resolve this catch 22 situation? Kristen Winkler: Arkady needs to find ways to build up a followership which is the agregator for change. Me: I'm agree with Kristen Winkler with small corection: Arkady needs to find THAT 3% teacher and learners to build up a followership which is the agregator for change.

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Dear Ben,
You call my comment as a classic straw man argument. According to Wikipedia the straw man fallacy occurs in the following pattern:
1. Topic A is under discussion.
2. Topic B is introduced under guise of being equivalent to topic A.
(Topic B is usually a distorted version of A.)

Let's consider a few examples:
Arkady: “Do you think that cross-translation (topic A)
(subconscious translation) from/into native language - is the main barrier?"

Ben: “No, I don't think cross-linguistic influence (topic B) is the main barrier, but it really depends on the teaching/learning context. I do think it is a barrier…"

Arkady: “Simultaneous repetition (topic A) provides an excellent tool to turn off subconscious translation. It was never used in learning EFL."

Ben: “… the system is best utilized if the system is integrated with synchronous computer-mediated communication (SCMC) (topic B)…"

Don't you see now that your topic B in both cases has nothing to do with my topic A? This is a classic example of straw man argument.
I think that as an exemplary academic linguist you automatically filter out from incoming information the concepts which were not studied by academic linguists and replace them with the similar sounding concepts which were described in linguistic literature.

Ben, I am positive that your intentions are good and you would like to participate in developing a new method of learning/teaching ESL/EFL. But to achieve our goal we need to demonstrate forward thinking and look into the future and not into the past which was in details studied and described by academic linguists.

Ben, would you, please, write a comment on facts in John Fotheringham persuasive presentation describing why conventional methods failed. (http://l2mastery.com/featured-articles/language-learning-presentation)

Dear Ben, You call my comment as a classic straw man argument. According to Wikipedia the straw man fallacy occurs in the following pattern: 1. Topic A is under discussion. 2. Topic B is introduced under guise of being equivalent to topic A. (Topic B is usually a distorted version of A.) Let's consider a few examples: Arkady: “Do you think that cross-translation (topic A) (subconscious translation) from/into native language - is the main barrier?" Ben: “No, I don't think cross-linguistic influence (topic B) is the main barrier, but it really depends on the teaching/learning context. I do think it is a barrier…" Arkady: “Simultaneous repetition (topic A) provides an excellent tool to turn off subconscious translation. It was never used in learning EFL." Ben: “… the system is best utilized if the system is integrated with synchronous computer-mediated communication (SCMC) (topic B)…" Don't you see now that your topic B in both cases has nothing to do with my topic A? This is a classic example of straw man argument. I think that as an exemplary academic linguist you automatically filter out from incoming information the concepts which were not studied by academic linguists and replace them with the similar sounding concepts which were described in linguistic literature. Ben, I am positive that your intentions are good and you would like to participate in developing a new method of learning/teaching ESL/EFL. But to achieve our goal we need to demonstrate forward thinking and look into the future and not into the past which was in details studied and described by academic linguists. Ben, would you, please, write a comment on facts in John Fotheringham persuasive presentation describing why conventional methods failed. (http://l2mastery.com/featured-articles/language-learning-presentation)

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Dear George,

In your short clarification you have demonstrated a fantastic example of forward thinking and intuitively came to absolutely correct conclusion: it is much easier to teach using the Language Bridge approach which is equally efficient for beginners and advanced students.

Implementation of simultaneous interpretation results in a host of favorable features:
• Improved accent because student hears in a headphone clearly recorded text and imitates it without analyzing his/her own pronunciation.
• Better knowledge of grammar since a student learns it subconsciously and applies to his fast speech without thinking.
• It provides fun-filled input since can be applied not only to lessons in LB software but used with any free Internet resources or material selected by your personal teacher or by student himself.

Dear George, In your short clarification you have demonstrated a fantastic example of forward thinking and intuitively came to absolutely correct conclusion: it is much easier to teach using the Language Bridge approach which is equally efficient for beginners and advanced students. Implementation of simultaneous interpretation results in a host of favorable features: • Improved accent because student hears in a headphone clearly recorded text and imitates it without analyzing his/her own pronunciation. • Better knowledge of grammar since a student learns it subconsciously and applies to his fast speech without thinking. • It provides fun-filled input since can be applied not only to lessons in LB software but used with any free Internet resources or material selected by your personal teacher or by student himself.

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Dear all,
To make my response more readable I organized it in the form of Q&A.

Nellie: I am not sure a discussion on language learning by non-linguists is valid.

Arkady: Here is the opinion of The Linguist Steve Kaufmann: “You do not have to be an intellectual or an academic. After all, a linguist is defined by the Concise Oxford Dictionary in very simple terms: Linguist: n. Person skilled in foreign languages. Even speaking one foreign language qualifies a person as a linguist. To become a linguist is a matter of choice, and requires a certain state of mind."

The Linguist (Steve Kaufmann) is not a linguist by education! (http://www.thelinguist.com/en/en/). He started working in 1967 as Assistant to Trade Commissioner.

I would offer a different definition: Linguist is an adult who can easily learn a foreign language and speak it fluently. Less than 10% of adult population belongs to this class; more than 90% of adults consider themselves as non-linguists and could not overcome cross-translation problem. The purpose of my research was to generalize a new method of learning/teaching that will restore the innate ability in all adults to learn a foreign language and would be equally applicable for linguists and non-linguists.

I have learned foreign languages easily and without formal linguistic education I fluently speak in 4 languages and read in 6. I worked for 20 years as simultaneous interpreter (Russian-English) on all major international congresses in the former Soviet Union. I also worked as simultaneous interpreter in USA (NASA, Sandia Lab., Battelle Memorial Institute, etc.). I conducted hundreds of experiments during simultaneous interpretation and came to a number of non-trivial conclusions that were described in the Language Bridge method.

The first edition of Language Bridge book was published in USA in 1997. You can still find it at Amazon: http://www.amazon.com/Arkady-Zilberman/e/B000APPU6E/ref=ntt_athr_dp_pel_pop_1

Trying to promote my book I have called the greatest linguist of our time Noam Chomsky from MIT and asked him to evaluate the Language Bridge method. He talked with me about ten minutes and then told me: “It is not my cup of tea; as a linguist I am not interested in practical applications and know nothing about how foreign language should be studied or learned. You should find somebody else who specializes in this field".

Prof. Yuri Glazov from Nova Scotia University and Prof. Ivan Dihoff from Antioch College had written excellent reviews of the Language Bridge method.

The current version of software is ver. 5.0. It incorporates features that no software in the industry has, for example, using simultaneous repetition and bringing free Internet resources into the software framework.

I disagree with Nellie strongly that my discussion here is not valid.

Nellie: How can a layman, who is not a linguist or language educator, like you, refute language teaching ideas unless he or she had conducted studies on the subject?

Arkady: I am not a layman but inventor. Millions of people around the world type on the Microsoft Natural Keyboard which is licensed to my USA patent 5156475.

Thousands of banks are using password security method described in my other USA patent 6442692.

I offer Language Bridge software to any ESL/EFL teacher of the world for free because my dream is to help one billion learners in the world to learn English 4 times faster. I am also willing to assign all patent rights free of charge to any organization which will show willingness to bring the patented method to the mainstream and help the Global Economy which strongly depends on the progress of EFL in the world!

Besides, I am not the only linguist who refutes conventional methods of language teaching. John Fotheringham in his very persuasive presentation describes many facts that explain why conventional methods failed. (http://l2mastery.com/featured-articles/language-learning-presentation)

Nellie, explain only one fact from the presentation: “After 10 years of English study, the vast majority of Taiwanese, Chinese, Japanese, and Korean students graduate from university unable to speak the language fluently, if at all."

Nellie: Although students of English may know quite a bit about language learning for themselves, how can they generalize for others?

Arkady: I started my own field research in linguistics more than 25 years ago by clearly formulating the objective of research: why few adults can learn a foreign language easily and speak it fluently, the majority seems have great difficulties. I made hundreds of experiments and had thousands of grateful students before I was able to patent the Language Bridge method in USA in 2002 (USA patent 6341958).

Nellie: Personally, I admire your ambitious initiative, but professionally, I find your program inadequate, but doable if used by experienced teachers.

Arkady: Inadequate but doable - a strange combination of words. I remember that we made together a Wiziq public class on Language Bridge method but you never asked me to send you the LB software for evaluation. How did you determine that it is inadequate?

Nellie, you can't invalidate this discussion and stop me from mplementing my vision of attracting more ESL/EFL teachers and learners and start the chain reaction. If academic linguists can't offer fundamentally new method of learning/teaching that meets the necessity of our Global Economy, then the practical linguists should start the process from the bottom by talking to learners and ESL/EFL teachers capable of forward thinking. We need only 4% of learners and teachers to start a chain reaction!

Dear all, To make my response more readable I organized it in the form of Q&A. Nellie: I am not sure a discussion on language learning by non-linguists is valid. Arkady: Here is the opinion of The Linguist Steve Kaufmann: “You do not have to be an intellectual or an academic. After all, a linguist is defined by the Concise Oxford Dictionary in very simple terms: Linguist: n. Person skilled in foreign languages. Even speaking one foreign language qualifies a person as a linguist. To become a linguist is a matter of choice, and requires a certain state of mind." The Linguist (Steve Kaufmann) is not a linguist by education! (http://www.thelinguist.com/en/en/). He started working in 1967 as Assistant to Trade Commissioner. I would offer a different definition: Linguist is an adult who can easily learn a foreign language and speak it fluently. Less than 10% of adult population belongs to this class; more than 90% of adults consider themselves as non-linguists and could not overcome cross-translation problem. The purpose of my research was to generalize a new method of learning/teaching that will restore the innate ability in all adults to learn a foreign language and would be equally applicable for linguists and non-linguists. I have learned foreign languages easily and without formal linguistic education I fluently speak in 4 languages and read in 6. I worked for 20 years as simultaneous interpreter (Russian-English) on all major international congresses in the former Soviet Union. I also worked as simultaneous interpreter in USA (NASA, Sandia Lab., Battelle Memorial Institute, etc.). I conducted hundreds of experiments during simultaneous interpretation and came to a number of non-trivial conclusions that were described in the Language Bridge method. The first edition of Language Bridge book was published in USA in 1997. You can still find it at Amazon: http://www.amazon.com/Arkady-Zilberman/e/B000APPU6E/ref=ntt_athr_dp_pel_pop_1 Trying to promote my book I have called the greatest linguist of our time Noam Chomsky from MIT and asked him to evaluate the Language Bridge method. He talked with me about ten minutes and then told me: “It is not my cup of tea; as a linguist I am not interested in practical applications and know nothing about how foreign language should be studied or learned. You should find somebody else who specializes in this field". Prof. Yuri Glazov from Nova Scotia University and Prof. Ivan Dihoff from Antioch College had written excellent reviews of the Language Bridge method. The current version of software is ver. 5.0. It incorporates features that no software in the industry has, for example, using simultaneous repetition and bringing free Internet resources into the software framework. I disagree with Nellie strongly that my discussion here is not valid. Nellie: How can a layman, who is not a linguist or language educator, like you, refute language teaching ideas unless he or she had conducted studies on the subject? Arkady: I am not a layman but inventor. Millions of people around the world type on the Microsoft Natural Keyboard which is licensed to my USA patent 5156475. Thousands of banks are using password security method described in my other USA patent 6442692. I offer Language Bridge software to any ESL/EFL teacher of the world for free because my dream is to help one billion learners in the world to learn English 4 times faster. I am also willing to assign all patent rights free of charge to any organization which will show willingness to bring the patented method to the mainstream and help the Global Economy which strongly depends on the progress of EFL in the world! Besides, I am not the only linguist who refutes conventional methods of language teaching. John Fotheringham in his very persuasive presentation describes many facts that explain why conventional methods failed. (http://l2mastery.com/featured-articles/language-learning-presentation) Nellie, explain only one fact from the presentation: “After 10 years of English study, the vast majority of Taiwanese, Chinese, Japanese, and Korean students graduate from university unable to speak the language fluently, if at all." Nellie: Although students of English may know quite a bit about language learning for themselves, how can they generalize for others? Arkady: I started my own field research in linguistics more than 25 years ago by clearly formulating the objective of research: why few adults can learn a foreign language easily and speak it fluently, the majority seems have great difficulties. I made hundreds of experiments and had thousands of grateful students before I was able to patent the Language Bridge method in USA in 2002 (USA patent 6341958). Nellie: Personally, I admire your ambitious initiative, but professionally, I find your program inadequate, but doable if used by experienced teachers. Arkady: Inadequate but doable - a strange combination of words. I remember that we made together a Wiziq public class on Language Bridge method but you never asked me to send you the LB software for evaluation. How did you determine that it is inadequate? Nellie, you can't invalidate this discussion and stop me from mplementing my vision of attracting more ESL/EFL teachers and learners and start the chain reaction. If academic linguists can't offer fundamentally new method of learning/teaching that meets the necessity of our Global Economy, then the practical linguists should start the process from the bottom by talking to learners and ESL/EFL teachers capable of forward thinking. We need only 4% of learners and teachers to start a chain reaction!

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John,
Thank you for your comment and advice. In your comment you write: “I think the basic methodology (Language Bridge) is sound." I thought that you will elaborate on this more since all “10 Things Your Language School Doesn't Want You to Know", described on your blog, are implemented in LB along with many other innovations.

ESL/EFL teachers who have a similar point of view should unite and work together if we want to avoid the fate of dinosaurs, as was professed by Kirsten Winkler in her presentation on ETCon 03. “Teachers as we know them today will gradually disappear. Teachers have no influence on this change. There is not one single reason but a series of reasons for this change."

This discussion has a title that is similar to your presentation “Why Most Fail in Language Learning …" My dream was that this discussion will turn into a permanently active Forum where serious question about serious issues of ESL/EFL learning could be discussed with the aim to find the optimal solutions which will empower both the learners and teachers.

Do you think that we need such an active Forum?

What concerns your comments about the need to improve the marketing strategy, they are very helpful. Thank you.

However, I want to stress that my goal is not marketing and creating the Language Bridge brand. I offer the Language Bridge software to any ESL/EFL teacher of the world for free because my dream is to help one billion learners in the world to learn English 4 times faster.

I am also willing to assign all patent rights free of charge to any organization or individual, like you, who will show willingness and ability to bring the patented method to the mainstream and help the Global Economy which strongly depends on the progress of EFL in the world!

In our phone conversation I have offered you writing new software using the patented LB technology. You may publish it under your name or you may add my name if you will decide that my participation is welcome.

More and more linguists come to the conclusion which you clearly demonstrated in your presentation. For example, “Lonsdale -- a fluent Mandarin and Cantonese speaker -- has begun tackling how people learn languages, and developed new techniques to counter the grammar-obsessed method that puts so many people off learning… Forget what your teachers said – they were wrong! You can learn a new language quickly and easily. And the pain and frustration of traditional methods will be replaced by an enlightening journey that offers new friends, better opportunities and exciting destinations."

I am aware that such citations may cause anger and resentment of many conventional teachers and may get negative comments similar to some published above.

My vision is to attract more ESL/EFL teachers and learners and start the chain reaction. If academic linguists can't offer fundamentally new methods of learning/teaching that meet the necessity of our Global Economy, then the practical linguists should start the process from the bottom by talking to learners and ESL/EFL teachers capable of forward thinking and selecting the best tools and methods. We need only 4% of learners and teachers to start a chain reaction and evolution from dinosaurs to flying birds!

John, Thank you for your comment and advice. In your comment you write: “I think the basic methodology (Language Bridge) is sound." I thought that you will elaborate on this more since all “10 Things Your Language School Doesn't Want You to Know", described on your blog, are implemented in LB along with many other innovations. ESL/EFL teachers who have a similar point of view should unite and work together if we want to avoid the fate of dinosaurs, as was professed by Kirsten Winkler in her presentation on ETCon 03. “Teachers as we know them today will gradually disappear. Teachers have no influence on this change. There is not one single reason but a series of reasons for this change." This discussion has a title that is similar to your presentation “Why Most Fail in Language Learning …" My dream was that this discussion will turn into a permanently active Forum where serious question about serious issues of ESL/EFL learning could be discussed with the aim to find the optimal solutions which will empower both the learners and teachers. Do you think that we need such an active Forum? What concerns your comments about the need to improve the marketing strategy, they are very helpful. Thank you. However, I want to stress that my goal is not marketing and creating the Language Bridge brand. I offer the Language Bridge software to any ESL/EFL teacher of the world for free because my dream is to help one billion learners in the world to learn English 4 times faster. I am also willing to assign all patent rights free of charge to any organization or individual, like you, who will show willingness and ability to bring the patented method to the mainstream and help the Global Economy which strongly depends on the progress of EFL in the world! In our phone conversation I have offered you writing new software using the patented LB technology. You may publish it under your name or you may add my name if you will decide that my participation is welcome. More and more linguists come to the conclusion which you clearly demonstrated in your presentation. For example, “Lonsdale -- a fluent Mandarin and Cantonese speaker -- has begun tackling how people learn languages, and developed new techniques to counter the grammar-obsessed method that puts so many people off learning… Forget what your teachers said – they were wrong! You can learn a new language quickly and easily. And the pain and frustration of traditional methods will be replaced by an enlightening journey that offers new friends, better opportunities and exciting destinations." I am aware that such citations may cause anger and resentment of many conventional teachers and may get negative comments similar to some published above. My vision is to attract more ESL/EFL teachers and learners and start the chain reaction. If academic linguists can't offer fundamentally new methods of learning/teaching that meet the necessity of our Global Economy, then the practical linguists should start the process from the bottom by talking to learners and ESL/EFL teachers capable of forward thinking and selecting the best tools and methods. We need only 4% of learners and teachers to start a chain reaction and evolution from dinosaurs to flying birds!

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Dear Nellie,

I would like to comment on your input: I found ABA English is a great way for students to learn English.

A very similar approach was developed by Cleverlearn company more than five years ago (http://www.cleverlearn.com/en/index.jsp). After extensive marketing campaign the Cleverlearn company did not receive positive results for their innovative approach and carried out a special study. The results were: students did not like the animation approach since it is more distracting then helping.

Apparently students need a different approach to visualization as a tool. They need to visualize text not the animation scenes. In the Language Bridge software all lessons are formatted in a very special way: each line contains basically one image, the line occupies half of the screen or page, and each paragraph contains no more than 5 lines.

The result - after multiple repetitions a learner easily visualizes the whole paragraph. For example (excerpt from the Language Bridge lesson 6):

- I can give you some practical advice.
- It has helped me many times,
and it will surely help you.

Mark Twain once said:
"I can live two months
on a good compliment."

- If you are in a bad mood,
don't blame yourself;
instead, go to a friend and
give him a nice compliment.

-More likely than not,
he will return your compliment
and you will feel much better.
Simple and very effective.

If you want to verify how the LB software works, order it and validate how you can deliver your own teaching material in this new framework. ESL teachers can download the complete version of the software free of charge.

Dear Nellie, I would like to comment on your input: I found ABA English is a great way for students to learn English. A very similar approach was developed by Cleverlearn company more than five years ago (http://www.cleverlearn.com/en/index.jsp). After extensive marketing campaign the Cleverlearn company did not receive positive results for their innovative approach and carried out a special study. The results were: students did not like the animation approach since it is more distracting then helping. Apparently students need a different approach to visualization as a tool. They need to visualize text not the animation scenes. In the Language Bridge software all lessons are formatted in a very special way: each line contains basically one image, the line occupies half of the screen or page, and each paragraph contains no more than 5 lines. The result - after multiple repetitions a learner easily visualizes the whole paragraph. For example (excerpt from the Language Bridge lesson 6): - I can give you some practical advice. - It has helped me many times, and it will surely help you. Mark Twain once said: "I can live two months on a good compliment." - If you are in a bad mood, don't blame yourself; instead, go to a friend and give him a nice compliment. -More likely than not, he will return your compliment and you will feel much better. Simple and very effective. If you want to verify how the LB software works, order it and validate how you can deliver your own teaching material in this new framework. ESL teachers can download the complete version of the software free of charge.

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Hello Ben,

I´m enjoying our exchange of ideas but linguistic discussion is not my cup of tea. I asked the initial question having a different goal in my mind. I strongly believe that conventional methods do not meet the necessity of the current moment when one billion adult learners need to learn EFL and do it fast. I want to discuss the major issues that will help majority of learners and majority of teachers.

I offer to discuss two major issues in the business of EFL learning. This time I will provide some explanation.

1. Cross-translation (the subconscious translation from/into native language) is the main barrier in learning EFL.

2. Simultaneous repetition provides an excellent tool to turn off subconscious translation. It was never used in learning EFL. The difference between consecutive (traditional) repetition and simultaneous one is similar to the difference between Newtonian physics and Quantum Mechanics.

First, cross-translation was not studied by linguists may be because no solution to the problem was in sight. Cross-linguistic influence is totally different to cross-translation. The first linguist who found a solution to cross-translation was Callan who opened half a century ago a school in London, in which teachers speak to their students at the rate of 200 to 240 words a minute. The Callan teacher's accelerated speed approach prevents cross-translation by not giving students' the time they need to translate from/into the native tongue; that is why most students speak very slowly in English. It was the first school, opened in 1960, that issued a written warranty that Callan students will learn English 4 times faster than in a conventional school. Although the Callan school is still active in London, the method did not find its way to the mainstream. Why? Read answer to this question in my interview: http://www.english-test.net/esl-cafe/37/index.html

Language Bridge ensures the same result by using more simple technology than "double speed speech".
Now let's discuss the second major issue: simultaneous repetition.

When a student performs three actions simultaneously:
1. Reading printed text,
2. listening to a recording of the same text, and
3. repeating aloud after the recording -- cross-translation is turned off automatically.

After multiple repetitions of phrases with increasing speed, natural links form between images and expressions in English. When a person encounters similar patterns later, expressions in English appear at the tip of one's tongue automatically.

One of my students sent me email: “Most language courses advice to listen and then repeat. Language Bridge is the only method that I know of, which is designed to take advantage of the benefits of simultaneous repetition, and the texts and recordings are designed with this in mind. It is not listen and then repeat after, but SIMULTANEOUS repetition (repeat while listening and reading at the same time). It is a simple and effective method, and has been used by the greatest of Asian cultures as the basis for teaching a wide variety of things." Actually he emailed me a whole essay of multiple cases, examples from Asian cultures.

Hello Ben, I´m enjoying our exchange of ideas but linguistic discussion is not my cup of tea. I asked the initial question having a different goal in my mind. I strongly believe that conventional methods do not meet the necessity of the current moment when one billion adult learners need to learn EFL and do it fast. I want to discuss the major issues that will help majority of learners and majority of teachers. I offer to discuss two major issues in the business of EFL learning. This time I will provide some explanation. 1. Cross-translation (the subconscious translation from/into native language) is the main barrier in learning EFL. 2. Simultaneous repetition provides an excellent tool to turn off subconscious translation. It was never used in learning EFL. The difference between consecutive (traditional) repetition and simultaneous one is similar to the difference between Newtonian physics and Quantum Mechanics. First, cross-translation was not studied by linguists may be because no solution to the problem was in sight. Cross-linguistic influence is totally different to cross-translation. The first linguist who found a solution to cross-translation was Callan who opened half a century ago a school in London, in which teachers speak to their students at the rate of 200 to 240 words a minute. The Callan teacher's accelerated speed approach prevents cross-translation by not giving students' the time they need to translate from/into the native tongue; that is why most students speak very slowly in English. It was the first school, opened in 1960, that issued a written warranty that Callan students will learn English 4 times faster than in a conventional school. Although the Callan school is still active in London, the method did not find its way to the mainstream. Why? Read answer to this question in my interview: http://www.english-test.net/esl-cafe/37/index.html Language Bridge ensures the same result by using more simple technology than "double speed speech". Now let's discuss the second major issue: simultaneous repetition. When a student performs three actions simultaneously: 1. Reading printed text, 2. listening to a recording of the same text, and 3. repeating aloud after the recording -- cross-translation is turned off automatically. After multiple repetitions of phrases with increasing speed, natural links form between images and expressions in English. When a person encounters similar patterns later, expressions in English appear at the tip of one's tongue automatically. One of my students sent me email: “Most language courses advice to listen and then repeat. Language Bridge is the only method that I know of, which is designed to take advantage of the benefits of simultaneous repetition, and the texts and recordings are designed with this in mind. It is not listen and then repeat after, but SIMULTANEOUS repetition (repeat while listening and reading at the same time). It is a simple and effective method, and has been used by the greatest of Asian cultures as the basis for teaching a wide variety of things." Actually he emailed me a whole essay of multiple cases, examples from Asian cultures.

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Dear Colleagues,

I was happily surprised that so many distinguished ESL educators participated in this discussion. I would like to elaborate on some of your comments and to pose a few new questions for discussion.

First, I recommend viewing the recorded ETCon 03 session and specifically the presentation of Duane Sider in which he discusses the characteristics of the Digital Learners and introduces the concept of Technogogy (in the Wiziq recording it starts at 44th min.). The Technogogy is the result of merging new technology with blended learning. The latter basically consists of independent (self-study) learning and ESL teacher-guided online/offline instruction.

You may find the recording here: http://www.wiziq.com/online-class/209778-E-Teachers-Conference-ETCon-03

I understand George who writes: “big words and concepts always put me to sleep“. I am not going to discuss any particular methodology or learning styles, but I would like to pose a few questions for further discussion and comments:

• What is the main barrier in learning ESL?
Do you think that cross-translation – the subconscious translation from/into native language - is the main barrier?
• We can't learn English in depth with the same habits and methods we use for math, science, or history. Why?
• Learning to speak and understand English using obsolete rules based on grammar and memorization of words and information about English is inefficient and revolting to Digital Learners and should be changed. Why?

In my opinion, the majority of adult learners consider themselves as language-incapable; their innate ability to learn a language was turned off by applying a wrong method for years. Linguists ignore this fact and try to force the traditional methods, which were developed in the past for a different type of learners, on the modern Digital Learners with totally different characteristics and goals. If a teacher is not aware of this and does not know how to mitigate or eliminate the cross-translation - s/he would not be able to show great results with
the majority of the Digital Learners.

Do you agree that we should educate and empower ESL learners and teachers by giving them innovative tools and modern methods? A blueprint of tools and a short description of Language Bridge method are given here: http://www.esl-educators-unite.com/joomla1/

Finally, in addition to the above questions I would like to pose two new questions for open discussion.

• There are hundreds if not thousands of excellent free Internet resources which are underused. Why? What is missing in them that hinders their widespread use by millions of ESL learners?
• Millions of Chinese ESL learners can write and read in English but majority of them can't speak. Why?

I am looking forward to open discussion of the above issues. My dream is that this discussion will turn into a permanently active Forum where serious question about serious issues of ESL learning could be discussed with the aim to find the optimal solutions which will empower both the ESL learners and teachers.

Thank you all,
Arkady Zilberman

Dear Colleagues, I was happily surprised that so many distinguished ESL educators participated in this discussion. I would like to elaborate on some of your comments and to pose a few new questions for discussion. First, I recommend viewing the recorded ETCon 03 session and specifically the presentation of Duane Sider in which he discusses the characteristics of the Digital Learners and introduces the concept of Technogogy (in the Wiziq recording it starts at 44th min.). The Technogogy is the result of merging new technology with blended learning. The latter basically consists of independent (self-study) learning and ESL teacher-guided online/offline instruction. You may find the recording here: http://www.wiziq.com/online-class/209778-E-Teachers-Conference-ETCon-03 I understand George who writes: “big words and concepts always put me to sleep“. I am not going to discuss any particular methodology or learning styles, but I would like to pose a few questions for further discussion and comments: • What is the main barrier in learning ESL? Do you think that cross-translation – the subconscious translation from/into native language - is the main barrier? • We can't learn English in depth with the same habits and methods we use for math, science, or history. Why? • Learning to speak and understand English using obsolete rules based on grammar and memorization of words and information about English is inefficient and revolting to Digital Learners and should be changed. Why? In my opinion, the majority of adult learners consider themselves as language-incapable; their innate ability to learn a language was turned off by applying a wrong method for years. Linguists ignore this fact and try to force the traditional methods, which were developed in the past for a different type of learners, on the modern Digital Learners with totally different characteristics and goals. If a teacher is not aware of this and does not know how to mitigate or eliminate the cross-translation - s/he would not be able to show great results with the majority of the Digital Learners. Do you agree that we should educate and empower ESL learners and teachers by giving them innovative tools and modern methods? A blueprint of tools and a short description of Language Bridge method are given here: http://www.esl-educators-unite.com/joomla1/ Finally, in addition to the above questions I would like to pose two new questions for open discussion. • There are hundreds if not thousands of excellent free Internet resources which are underused. Why? What is missing in them that hinders their widespread use by millions of ESL learners? • Millions of Chinese ESL learners can write and read in English but majority of them can't speak. Why? I am looking forward to open discussion of the above issues. My dream is that this discussion will turn into a permanently active Forum where serious question about serious issues of ESL learning could be discussed with the aim to find the optimal solutions which will empower both the ESL learners and teachers. Thank you all, Arkady Zilberman

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Benjamin,
Your comment is very interesting and motivating. In your other discussion you write: “I´m certainly open to hearing opposing views to this very interesting subject."

Many researchers, however, discovered that human faculty to be open minded is rather limited because we evaluate incoming information through the prism of our past experience. Can you evaluate the information in my response as it is, without labeling it wrong or right according to your past experience as a linguist?

“What is the main barrier in learning EFL?"
Your response: “I don't have a main barrier" is accurate and opens a new topic for discussion. All linguists don't have cross-translation problem although most of their students have it. Cross-translation problem explains also the fact that millions of Chinese EFL learners can write and read in English but majority of them can't speak. And those who do speak do it very slowly because they translate from native language into English. They don't have English language speech center in the brain.

Here is what one Chinese student wrote to me after he discovered Language Bridge method: “I have tried many products out there that promised to help people like me to learn English quickly and effectively but none of them work. I think the reason why these products failed is because they have ignored the common but inevitable problem of cross-translation. Many people who want to learn another language have to face this problem. Most people don't understand this but only those who actually faced this kind of problem would know how difficult it is to overcome this obstacle."

“We can't learn English in depth with the same habits and methods we use for math, science, or history."

“Well, I disagree with the premise…"
I am not the only linguist who came to the conclusion that learning a language as a skill is different to learning math, science and history. Visit the web site by A.J. Hoge who has half a million followers: http://effortlessenglish.com/.

John Fotheringham (http://l2mastery.com/featured-articles/why-grammar-based-intruction-is-bunk) writes: “Language ability cannot be taught; it can only be learned. This reveals a basic misconception about language, which has been thoroughly debunked by researchers far smarter than I, including Steven Pinker of MIT, and Stephen Krashen of University of Southern California. In a nutshell, their research shows that human language is an innate physical skill akin to walking."

You understand that memorization plays no big role in learning a skill. The same example I used previously: millions of Chinese EFL learners memorized thousands of English words and grammar rules but they can't speak. I personally witnessed a few days ago such a situation: I was looking for the latest multifunctional eBook reader and discovered that they are all designed and manufactured in China. I have contacted four different companies and in all cases my attempts to Skype ended with a request – please write in a chat box: I can read and write but I can't speak.

In your first comment in this thread Ben proposed watching YouTube video by Prof. Daniel Willingham. I totally agree with 2 comments, attached to the video:

malicea4thought:
“I am a college professor, and I completely disagree with Professor Willingham. The professor has found an exception and mistakenly thought that it invalidates the rule. The final statement, that teachers do not need to adjust their teaching styles to learners, shows that he is only willing to work with people who are just like him. This is a major problem with education today. Those who have different learning styles than the teacher are labeled problem students and put on drugs. Sad."

theiamania:
“Why be against learning styles? Because this theory is fundamentally wrong. It assumes that you can divide what you learn from how you learn it. But you cannot learn to ride a bicycle from reading a book about it, and it is not going to help an "auditory learner" to learn how to discuss history, if all he or she did in history class was hear audiotapes."

Thank you all for your informative comments,
Arkady Zilberman

Benjamin, Your comment is very interesting and motivating. In your other discussion you write: “I´m certainly open to hearing opposing views to this very interesting subject." Many researchers, however, discovered that human faculty to be open minded is rather limited because we evaluate incoming information through the prism of our past experience. Can you evaluate the information in my response as it is, without labeling it wrong or right according to your past experience as a linguist? “What is the main barrier in learning EFL?" Your response: “I don't have a main barrier" is accurate and opens a new topic for discussion. All linguists don't have cross-translation problem although most of their students have it. Cross-translation problem explains also the fact that millions of Chinese EFL learners can write and read in English but majority of them can't speak. And those who do speak do it very slowly because they translate from native language into English. They don't have English language speech center in the brain. Here is what one Chinese student wrote to me after he discovered Language Bridge method: “I have tried many products out there that promised to help people like me to learn English quickly and effectively but none of them work. I think the reason why these products failed is because they have ignored the common but inevitable problem of cross-translation. Many people who want to learn another language have to face this problem. Most people don't understand this but only those who actually faced this kind of problem would know how difficult it is to overcome this obstacle." “We can't learn English in depth with the same habits and methods we use for math, science, or history." “Well, I disagree with the premise…" I am not the only linguist who came to the conclusion that learning a language as a skill is different to learning math, science and history. Visit the web site by A.J. Hoge who has half a million followers: http://effortlessenglish.com/. John Fotheringham (http://l2mastery.com/featured-articles/why-grammar-based-intruction-is-bunk) writes: “Language ability cannot be taught; it can only be learned. This reveals a basic misconception about language, which has been thoroughly debunked by researchers far smarter than I, including Steven Pinker of MIT, and Stephen Krashen of University of Southern California. In a nutshell, their research shows that human language is an innate physical skill akin to walking." You understand that memorization plays no big role in learning a skill. The same example I used previously: millions of Chinese EFL learners memorized thousands of English words and grammar rules but they can't speak. I personally witnessed a few days ago such a situation: I was looking for the latest multifunctional eBook reader and discovered that they are all designed and manufactured in China. I have contacted four different companies and in all cases my attempts to Skype ended with a request – please write in a chat box: I can read and write but I can't speak. In your first comment in this thread Ben proposed watching YouTube video by Prof. Daniel Willingham. I totally agree with 2 comments, attached to the video: malicea4thought: “I am a college professor, and I completely disagree with Professor Willingham. The professor has found an exception and mistakenly thought that it invalidates the rule. The final statement, that teachers do not need to adjust their teaching styles to learners, shows that he is only willing to work with people who are just like him. This is a major problem with education today. Those who have different learning styles than the teacher are labeled problem students and put on drugs. Sad." theiamania: “Why be against learning styles? Because this theory is fundamentally wrong. It assumes that you can divide what you learn from how you learn it. But you cannot learn to ride a bicycle from reading a book about it, and it is not going to help an "auditory learner" to learn how to discuss history, if all he or she did in history class was hear audiotapes." Thank you all for your informative comments, Arkady Zilberman

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Just a small clarification per the above from Arkady

When a student performs three actions simultaneously:
1. Reading printed text,
2. listening to a recording of the same text, and
3. repeating aloud after the recording -- cross-translation is turned off automatically.

Item number three should read:
3. repeating aloud WITH the recording - cross-translation is.....

This simultaneous speaking is, in my opinion, the unique break-through of Arkady's method. While it may be simplistic and rather mundane, I find it to be very teachable to almost anyone. It also helps on several levels:
1. The teacher doesn't have to devise a myriad of lesson plans with permutations sensitive to the learning styles of the student. We can using anything they are interested in once they have a grasp of what the material is about. (I prefer comic books they like :-)Ultimately it doesn't matter what it is so long as they are mildly passionate about the subject material.
2. The beginner student can quickly pick up basic vocabulary within the context of phrases and expressions within story, song or picture driven article.
3. The advanced student who has vocabulary but speaks slowly, with strong accent or particularly with incorrect sentence structure can teach himself (subconsciously) the patterns, cadence and nuances that Arkady's "Language Center" need to be activated.

Just a small clarification per the above from Arkady When a student performs three actions simultaneously: 1. Reading printed text, 2. listening to a recording of the same text, and 3. repeating aloud after the recording -- cross-translation is turned off automatically. Item number three should read: 3. repeating aloud WITH the recording - cross-translation is..... This simultaneous speaking is, in my opinion, the unique break-through of Arkady's method. While it may be simplistic and rather mundane, I find it to be very teachable to almost anyone. It also helps on several levels: 1. The teacher doesn't have to devise a myriad of lesson plans with permutations sensitive to the learning styles of the student. We can using anything they are interested in once they have a grasp of what the material is about. (I prefer comic books they like :-)Ultimately it doesn't matter what it is so long as they are mildly passionate about the subject material. 2. The beginner student can quickly pick up basic vocabulary within the context of phrases and expressions within story, song or picture driven article. 3. The advanced student who has vocabulary but speaks slowly, with strong accent or particularly with incorrect sentence structure can teach himself (subconsciously) the patterns, cadence and nuances that Arkady's "Language Center" need to be activated.

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My dear Mentor Arkady,

Thanks for continuing the "good fight" by challenging our paradigm. You remain my favorite theorist in "spoken English" systems. While the Callan Method and TPR (Total Physical Response) were the forerunners that prepared me for your insights, I have yet to find anyone that speaks so clearly to me about the fundamental scientific discoveries in Language Learning.

Language Bridge (Arkady's system) is at the core of all I am trying to develop in my Spoken English classes. I do hope that you will consider starting a thread in the English learning community here at WIZIQ. I think you will find this community to be one of your "toughest sells" but they will provided a much needed critical review of your methods. I can only offer that one day I will be able to provide some empirical data to support your discoveries with my ongoing application of your theories.

Having said that I would like to direct your attention to another of the videos that Ben referred to. Here is the link:



This video in no way threatens my acceptance of your discoveries (probably because it was mostly over my head) but I think it brings up some good points that I would like to see discussed herein or perhaps point by point discussed in the English learning community.

I would also very much like to see some of your adherents join in the discussion there.

My dear Mentor Arkady, Thanks for continuing the "good fight" by challenging our paradigm. You remain my favorite theorist in "spoken English" systems. While the Callan Method and TPR (Total Physical Response) were the forerunners that prepared me for your insights, I have yet to find anyone that speaks so clearly to me about the fundamental scientific discoveries in Language Learning. Language Bridge (Arkady's system) is at the core of all I am trying to develop in my Spoken English classes. I do hope that you will consider starting a thread in the English learning community here at WIZIQ. I think you will find this community to be one of your "toughest sells" but they will provided a much needed critical review of your methods. I can only offer that one day I will be able to provide some empirical data to support your discoveries with my ongoing application of your theories. Having said that I would like to direct your attention to another of the videos that Ben referred to. Here is the link: <object width="445" height="364"><param name="movie" value="http://www.youtube.com/v/vdJ7JW0LgVs&hl=en_US&fs=1&color1=0x234900&color2=0x4e9e00&border=1"></param><param name="allowFullScreen" value="true"></param><param name="allowscriptaccess" value="always"></param><embed src="http://www.youtube.com/v/vdJ7JW0LgVs&hl=en_US&fs=1&color1=0x234900&color2=0x4e9e00&border=1" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" width="445" height="364"></embed></object> This video in no way threatens my acceptance of your discoveries (probably because it was mostly over my head) but I think it brings up some good points that I would like to see discussed herein or perhaps point by point discussed in the English learning community. I would also very much like to see some of your adherents join in the discussion there.

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PS it would also be nice if you would start a thread with some form of your method published in a serial form (paragraph by paragraph?) to encourage discussion over a period of time. Thanks again, my friend.

PS it would also be nice if you would start a thread with some form of your method published in a serial form (paragraph by paragraph?) to encourage discussion over a period of time. Thanks again, my friend.

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Susan you should be a translator for Ben.... such big words and concepts always put me to sleep ;-) Thanks for paraphrasing, now I guess I can say that I agree with Ben also.

Susan you should be a translator for Ben.... such big words and concepts always put me to sleep ;-) Thanks for paraphrasing, now I guess I can say that I agree with Ben also.

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PS there is an older thread/discussion by Harman concerning blended learning which some may wish to revisit. Here is the link:
http://e-teaching.wiziq.com/topic/104-online-and-blended-courses-is-the-time-right

Sure wish we could easily create a hyper link in this forum (hint, nudge, wink-wink ;-)

PS there is an older thread/discussion by Harman concerning blended learning which some may wish to revisit. Here is the link: http://e-teaching.wiziq.com/topic/104-online-and-blended-courses-is-the-time-right Sure wish we could easily create a hyper link in this forum (hint, nudge, wink-wink ;-)

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Dear all,

Very interesting reading. I must say that I do agree in general about the notion that "there is no valid method" about language learning, although I would also say that there are methods and there are students, there are cultures and there are links, there are notions and there are questions, and so on.

Language is always much more than that, it implies getting into a perception of the world that does not always make sense if we remain inside our "safe shells", the non-always-analysed peculiarities of our own mother tongues. Which are always representations of realities maybe not valid elsewhere.

As a trainer and PR man, I always try to put that forward first: to learn a language is also about trying to find new perspectives about your own; it usually makes sense in the end, but I would also say that the most qualified students are usually those with a sound knowledge of their own language. Teaching English and Spanish becomes easier when it is about Latin-rooted words, as both languages share a good deal of them, and harder on Germanic (in English) and Arabic (in Spanish) ones, which are not connected but much more distantly, and sometimes not at all. But the concepts are, and that is the important aspect of it.

I do not think that English methods have all failed (some have), but mostly I consider that they do not always embrace today's necessities. The goal -never to be fully achieved, only approached- should be finding out what objectives could there be in today's markets, and developing methods "on the road" to cover those specific, particular market/area/culture needs.

Best wishes,

Pablo

Dear all, Very interesting reading. I must say that I do agree in general about the notion that "there is no valid method" about language learning, although I would also say that there are methods and there are students, there are cultures and there are links, there are notions and there are questions, and so on. Language is always much more than that, it implies getting into a perception of the world that does not always make sense if we remain inside our "safe shells", the non-always-analysed peculiarities of our own mother tongues. Which are always representations of realities maybe not valid elsewhere. As a trainer and PR man, I always try to put that forward first: to learn a language is also about trying to find new perspectives about your own; it usually makes sense in the end, but I would also say that the most qualified students are usually those with a sound knowledge of their own language. Teaching English and Spanish becomes easier when it is about Latin-rooted words, as both languages share a good deal of them, and harder on Germanic (in English) and Arabic (in Spanish) ones, which are not connected but much more distantly, and sometimes not at all. But the concepts are, and that is the important aspect of it. I do not think that English methods have all failed (some have), but mostly I consider that they do not always embrace today's necessities. The goal -never to be fully achieved, only approached- should be finding out what objectives could there be in today's markets, and developing methods "on the road" to cover those specific, particular market/area/culture needs. Best wishes, Pablo

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"Should ESL teachers at WiZiQ be involved in explaining [to] the learners how to change [their] learning habits?"

Hello, I am new to this thread and have found your discussion very interesting and absorbing. As a teacher of English, dare I say that I don't use any particular methodology, just the one that I feel my students need. However, this is a joint decision with the student having a large input.

My enthusiasm and deep concern for students to learn gives me the buzz that rubs off on them and somehow motivates them to learn! As Benjamin says ..."has more to do with how the system or teacher creates opportunities to interact with content and people". I am also a great believer in teacher teaching styles and learner learning styles. An awareness of how we learn (and how we teach) plays a huge part in how knowledge can be transferred. In designing courses for learning, the process should be three-fold - that is: input from the student (their needs), the teacher and the course designer/technologist. Without this joint co-operation we end up with commercial courses with no educational integrity. My thoughts only - I look forward to your comments.

"Should ESL teachers at WiZiQ be involved in explaining [to] the learners how to change [their] learning habits?" Hello, I am new to this thread and have found your discussion very interesting and absorbing. As a teacher of English, dare I say that I don't use any particular methodology, just the one that I feel my students need. However, this is a joint decision with the student having a large input. My enthusiasm and deep concern for students to learn gives me the buzz that rubs off on them and somehow motivates them to learn! As Benjamin says ..."has more to do with how the system or teacher creates opportunities to interact with content and people". I am also a great believer in teacher teaching styles and learner learning styles. An awareness of how we learn (and how we teach) plays a huge part in how knowledge can be transferred. In designing courses for learning, the process should be three-fold - that is: input from the student (their needs), the teacher and the course designer/technologist. Without this joint co-operation we end up with commercial courses with no educational integrity. My thoughts only - I look forward to your comments.

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Thank you for linking to my article and offering me a chance to review Language Bridge. I think the basic methodology is sound, but there is quite a bit of work to do on the look and feel of the product. And I agree with Integrating Technology's comments about the need to improve your marketing strategy.

Here are my thoughts on how to improve:

1) You need to develop "app" versions that can be used on the iPhone/iPod Touch, Droid, and BlackBerry. Having to sit at a computer to use the software is a major disadvantage, and will ensure that most people won't put in the time necessary to really improve in a foreign language.

2) The user instructions need to be streamlined and cleaned up. I suggest getting a copy of the free RosettaStone sample CD-Rom and emulating their product introduction and user instructions. (Incidentally, I think RosettaStone is a good example of how to design and market your product, but I am not that impressed with the actual content. They, too, require sitting at a computer for most of the functions, greatly limiting the product's potential.)

3) You should utilize high quality stock photography instead of clip art. Your best bet is istockphoto.com (the smallest photo sizes, which are what you would probably need, only cost about a dollar a piece.)

4) To help market the product, I would suggest creating a short, funny, attractive video or slideshow for placement on SlideShare.net, YouTube, etc. I would also fully exploit Pay Per Click opportunities on Google, Yahoo!, Microsoft, StumbleUpon, FaceBook, etc. There are a lot of other smart ways to market your site and product cheaply. I suggest joining the "Internet Business Mastery Academy" for at least a month to learn more about effective Internet marketing.

5) Your website needs a makeover to ensure that traffic sticks around long enough to see what you are offering. Using WordPress and premium themes, it is possible to create a very attractive site quickly, easily and without having to pay a designer or programmer. My site http://helpmebuildasite.com explains how to set up a WordPress site in detail.

Thank you for linking to my article and offering me a chance to review Language Bridge. I think the basic methodology is sound, but there is quite a bit of work to do on the look and feel of the product. And I agree with Integrating Technology's comments about the need to improve your marketing strategy. Here are my thoughts on how to improve: 1) You need to develop "app" versions that can be used on the iPhone/iPod Touch, Droid, and BlackBerry. Having to sit at a computer to use the software is a major disadvantage, and will ensure that most people won't put in the time necessary to really improve in a foreign language. 2) The user instructions need to be streamlined and cleaned up. I suggest getting a copy of the free RosettaStone sample CD-Rom and emulating their product introduction and user instructions. (Incidentally, I think RosettaStone is a good example of how to design and market your product, but I am not that impressed with the actual content. They, too, require sitting at a computer for most of the functions, greatly limiting the product's potential.) 3) You should utilize high quality stock photography instead of clip art. Your best bet is istockphoto.com (the smallest photo sizes, which are what you would probably need, only cost about a dollar a piece.) 4) To help market the product, I would suggest creating a short, funny, attractive video or slideshow for placement on SlideShare.net, YouTube, etc. I would also fully exploit Pay Per Click opportunities on Google, Yahoo!, Microsoft, StumbleUpon, FaceBook, etc. There are a lot of other smart ways to market your site and product cheaply. I suggest joining the "Internet Business Mastery Academy" for at least a month to learn more about effective Internet marketing. 5) Your website needs a makeover to ensure that traffic sticks around long enough to see what you are offering. Using WordPress and premium themes, it is possible to create a very attractive site quickly, easily and without having to pay a designer or programmer. My site http://helpmebuildasite.com explains how to set up a WordPress site in detail.

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Arkady said: Inadequate but doable - a strange combination of words. I remember that we made together a Wiziq public class on Language Bridge method but you never asked me to send you the LB software for evaluation. How did you determine that it is inadequate?

Arkady,

You sent me your program months before the live public session on WiZiQ. I had tried out the program and found it inadequate. However, an experienced English teacher can use any text, media, or software to teach effectively.

I had told your from the start that you are talented as a technologist but you need to fix the software and change your marketing strategies. If I were you, I would enlist TESOL experts or Applied Linguists to collaborate on fixing the program. Arkady, I suggest you contact applied rather than theoretical linguists such as Chomsky.

Arkady said: Inadequate but doable - a strange combination of words. I remember that we made together a Wiziq public class on Language Bridge method but you never asked me to send you the LB software for evaluation. How did you determine that it is inadequate? Arkady, You sent me your program months before the live public session on WiZiQ. I had tried out the program and found it inadequate. However, an experienced English teacher can use any text, media, or software to teach effectively. I had told your from the start that you are talented as a technologist but you need to fix the software and change your marketing strategies. If I were you, I would enlist <a href="http://www.tesol.org/s_tesol/sec_document.asp?CID=1&DID=12359" target="_blank">TESOL </a>experts or <a href="http://www.appliedlinguistics.org/" target="_blank">Applied Linguists</a> to collaborate on fixing the program. Arkady, I suggest you contact applied rather than theoretical linguists such as <a href="http://www.chomsky.info/" target="_blank">Chomsky</a>.

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Dear Arkady,

I have mentioned this, before. I do not think the academic or for that matter laymen appreciate the "should" words as in: “Learning to speak and understand English using obsolete rules based on grammar and memorization of words and information about English is inefficient and revolting to Digital Learners and should be changed. Why?"

IMHO, Telling people how they should or should not learn may do the opposite of what you are trying to do.

As educators and people who want to make a difference, we can find the best ways to educate. Learning to learn or metacognition is indeed the key, but so are social constructive learning techniques.

Warm wishes,
Nellie

Dear Arkady, I have mentioned this, before. I do not think the academic or for that matter laymen appreciate the "should" words as in: “Learning to speak and understand English using obsolete rules based on grammar and memorization of words and information about English is inefficient and revolting to Digital Learners and should be changed. Why?" IMHO, Telling people how they should or should not learn may do the opposite of what you are trying to do. As educators and people who want to make a difference, we can find the best ways to educate. Learning to learn or metacognition is indeed the key, but so are social constructive learning techniques. Warm wishes, Nellie

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Arkady wrote:
"In my opinion, (they would not and the reason is that) only 3% of learners or teachers are ready to change their learning/teaching habits.

I live and work in China. From my personal experience I would say the vast number of people here are EAGER, READY AND WILLING to try anything new that solves their problems while motivating them to continue studying. If I were to guess, I think this figure is extremely underestimated.

Where did you get this figure?

Arkady wrote: "In my opinion, (they would not and the reason is that) only 3% of learners or teachers are ready to change their learning/teaching habits. I live and work in China. From my personal experience I would say the vast number of people here are EAGER, READY AND WILLING to try anything new that solves their problems while motivating them to continue studying. If I were to guess, I think this figure is extremely underestimated. Where did you get this figure?

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There are millions of people who are learning WITHOUT the 'aid' of techers and official programs, so I am not sure that you can say that only 3% are ready to change.
Those of us who want to encourage people to change need to find a method to provide the information needed to make decisions.
I 'teach' ESL to adult spanish speakers through my website and emails, etc. Now with EduPunk, e or U-learning, whatever the name, more and more people will begin learning anything anytime anywhere!
Paul Rogers

There are millions of people who are learning WITHOUT the 'aid' of techers and official programs, so I am not sure that you can say that only 3% are ready to change. Those of us who want to encourage people to change need to find a method to provide the information needed to make decisions. I 'teach' ESL to adult spanish speakers through my website and emails, etc. Now with EduPunk, e or U-learning, whatever the name, more and more people will begin learning anything anytime anywhere! Paul Rogers

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Nellie,
OK, I just joined but was not able to review the resources available. I will try again a little later.
In the meantime, please consider adding PUMAROSA.COM to the list, and perhaps my page on Adult Biliteracy on the ALE Wiki sponsored by David Rosen.

Nellie, OK, I just joined but was not able to review the resources available. I will try again a little later. In the meantime, please consider adding PUMAROSA.COM to the list, and perhaps my page on Adult Biliteracy on the ALE Wiki sponsored by David Rosen.

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Nellie,
I agree with you and would like to ask you to help me make a list of resources, especially for ESl learners. I see the need for a One Stop shop.
I teach ESL to Spanish speakers using YouTube, aprendiendoinglesconcanciones, el Blog para aprender Ingles, and my own program which includes a free website, PUMAROSA.COM.
My research will be used for a paper I am going to submit for an online conference on technology and learning.
Paul Rogers

Nellie, I agree with you and would like to ask you to help me make a list of resources, especially for ESl learners. I see the need for a One Stop shop. I teach ESL to Spanish speakers using YouTube, aprendiendoinglesconcanciones, el Blog para aprender Ingles, and my own program which includes a free website, PUMAROSA.COM. My research will be used for a paper I am going to submit for an online conference on technology and learning. Paul Rogers

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