Me despertó

It woke me up! (meh-deh-spehr-toh) - I actually want to say He or she woke me up (same verb structure as in the title) but I'm too sleepy to begin playing the gender game right now.

So, the baby that's due July 14 is kicking like crazy, I've been laying in bed since 3 am with my insides getting pummeled by a teeny little person who will complete our family. Baby number 5 is what he/she is called affectionately around here. All the kids say it will be a girl and want us to name her Rosie. Rosie Gose? I don't think so! Maybe it'll be an endearing nickname.

So I figured, at 4:45 am, I'd get up - and what else do you do when the baby kicking inside wakes you? Why, you BLOG of course!

This entry isn't too Spanish oriented ... but I can at least mention that today I get to go give the okay on the paper weight for the Spanish Fun Activity Calendar, and ship some samples hopefully by May 1! I'm really excited about the teaching possibilities in the lesson plans for that. I'm also looking forward to trying out a new BINGO Spanish game for the summer, which may turn into a product, depending on the progress I see in the class room!

I hope you'll be able to NOT use Me despertó today - and wake up on your own. If you want to tell your spouse or child "You woke me up!" Change it to "Me despertaste" (meh-deh-spehr-tah-steh.)

Check out the Calendar on currclick.com (You can already down load it there) or just get a preview on Amazon.com. Also, I'm collecting words for the next flash card set - are there any words you wish would be in a set, but you've never seen? Post a comment, and if your word is used, I'll send you a free set when they come out in August!

teaching foreign languages to elementary through early junior high

This article is the second of a four part series on how to teach a foreign language to your children (even if you don’t know the language yourself!)  

Ages Kindergarten through Early Junior High

Good news! You still are in the realm of brain development where language is concerned. Children that are in the age range of 5 to approximately 10 or 11 are still learning words, developing language style, and even forming accents in their first language. With all this development, the brain is ripe for acquiring a second language as well.

Motivation is Key

You will see this heading in each of my series’ articles. At this age, your child has a definite opinion on activities and items he likes or dislikes. Does he dislike reading? Avoid those Language Readers like the plague! Does he enjoy games? Be sure to grab a memory game with animals, and learn those animals in the target language. Whatever takes up space in your child’s brain CAN be translated to another language (and may already exist!)

Best Method

Immersion again, is the best method for acquiring a language, but it MUST be premised with a foundation - at least 20 to 30 useful words or phrases on which to build. To “fake” immersion in your own home, do NOT use just CD’s. Use something the child can SEE while hearing, and preferably something that elicits a response or emotion. Animated movies usually have a choice to choose a language. Use that DVD feature, and ask your child to learn three specific words. For Tarzan, see if he can listen for Gorilla, Different, and Jungle. Or choose a specific chapter, and watch first in English, then in the target language. 

After learning to look and listen, add those CD’s into the mix with fun music, or some simple conversations. Repetition is good!

Worst Method

Drill and memorize - the way we used to have to teach (and learn) foreign language in the schools is actually the worst way to do it. We put those few words that we drill into our short term memory, because they have no consequence. Follow the MEANING your child wants to express. After mastering a few manners, and some nouns he likes, he will most likely bombard you with “How do you say..?” Stop what you’re doing, look it up, write it on a sticky note, and use that new word before bed time that day. He will most likely OWN that word forever because you chose to harness his excitement.

Not bad...

Now lists of words are not inherently bad. After all, what is language made up of? WORDS! Just be sure there is meaning behind them. A child who loves going to the zoo and discussing the habitats of wild animals will thrive on a list of those animals in Spanish. A child who is more into arts and crafts will look at the same list and would rather learn “los animales” to refer to the whole bunch and be done with it. 

How do I find my child’s motivation?

Ask him or her! Ask would you like to color these pictures while we say the German words? Or do you want me to act some of the words out and see if you can guess what I’m saying? Do you want to learn a new song? etc.

Abandon lessons that bring frowns. If your child says, “This is hard!” or “Why is Spanish, or German, or French, or Latin, so boring?” STOP. STOP. STOP. Don’t mention the subject again for a few days. You will be in danger of creating a barrier to all foreign languages. You can revisit it when you see something that is easily translatable, or some tool that you know will peak his/her interest.

Try a class, if available. If there are other children learning the same language, the child will WANT to make use of the words in order to communicate. The environment of a classroom is invaluable at this age, to confirm in his mind that language is FUN, USEFUL, EASY, and POPULAR!

Beware of: 

-Workbooks without phonetic spelling

-CD’s or books that are aimed at an older audience - build confidence, don’t destroy it. Better to get a preschool book that’s “too easy” - (Hey! German is EASY!)

-Drill and regurgitate. Is there meaning behind the word? 

-Grammar heavy programs. Focus on MEANING, not formula, at the beginning.

Enjoy your language learning journey!

Article on Teaching Early Foreign Language

How to Teach Foreign Language Through the Ages
Ages Birth to Five

This article is the first of a four part series on how to teach a foreign language to your children (even if you don’t know the language yourself!)

Ages Birth to Five Years Old
For many children, this age range is the best time to start. Before you spend a lot of money on DVD’s, CD’s, “language learning systems” and masses of extra flash cards, take some time to think about your child and your goals for the language.

“They’re like little sponges”
From ages birth to 5 years old, this commonly heard phrase is extremely relevant when applied to acquiring a second language. You may not hear or see or “feel” like your child is progressing in the target language, but if you’re using steps listed in this article, just know that the introduction and exposure IS getting through, and it IS sticking, whether or not you can squeeze it back out of your little sponge!

Motivation is Key
You will see this heading in each of my series’ articles. Without motivation (real or imagined!) your child will not succeed in learning the language, and quite possibly could develop a barrier. But that’s the bad news. Read on for the good news!

Enthusiasm is Catching
The momentum from the very first lesson will carry you on, or not. If you are excited about learning new words, and find ways to use them, your child will be too! If you drag out a DVD, hit play, and then wash the dishes, your child will see the value (or lack of) of the language lesson, and will also lack a partner with whom to practice. If you learn the word “thank you” in German and then use it at snack time, with a smile, you may get the perfect response or at the very least a big grin! Either one lets you know progress has been made! You communicated in the target language!

What about Immersion?
Most experts agree the best method at this age is complete immersion in the language. I agree, within context. If you just toss a child into the middle of Mexico, he will most likely tune out almost all the Spanish, except for the moment someone is offering him a cookie, or he wants or needs something. However, within context, any single word or phrase will stick with him, as long as it is meaningful.

Keep it simple!
In general, learn words your child is interested in! Look for curriculum or workbooks (inexpensive ones are fine - just be sure there is phonetic spelling along with the new words, or a CD) that include coloring, drawing, speaking, but few words in each list. Too many will overwhelm you both.

Still wondering? Follow these steps:
1. Say the new word three times aloud. While you say it DO something - color the picture if it is a noun, or act it out, or touch the item in the room, if possible. Be very clear on the meaning of the word, but without translation.
2. Use the new word(s) again within the day.
3. Reinforce the words with the activity that fits your child best. Many books have pages to color, or suggestions for activities such as flash card games.
4. Move on, if just a word at a time, even if you feel the lesson’s word list hasn’t been completely mastered. Just review regularly by using the words you’ve learned.

Beware of:
- presenting too many new words at once.
-CD songs or DVD’s without any other form of learning (present the language in as many forms as possible)
-books without phonetic spellings
-drilling and memorizing (and then forgetting)
-anything that seems “hard” for your child. Focus on Fun!

Suzanne Gose (known by her students as Señora Gose) is a homeschooling mother of almost five children - baby number five is due this July. A former public school teacher, she currently teaches over 80 homeschooling students in weekly Spanish classes at Key Curriculum in Bryan, Texas. She is also the author of the Flip Flop Spanish Workbooks and other language teaching tools. You can see them at www.flipfloplearning.com