When I go to Cedar Riverside, a neighborhood of Minneapolis, to practice my Somali language, the streets are full of Somali people in the many shops and cafes. Sometimes I find that people will not respond to me in Somali—only in English. I long for someone who cannot speak English so that I can have a conversation […]
One of the biggest fallacies that I encounter among people trying to learn a particular language is trying to pick and choose what they learn. Some say, things like “I only want to know how to make basic conversation and colloquial things”. While that’s all well and good, you should be aware that language is never so simple. In my opinion, much of these kinds of beliefs stem from a subtle assumption that other languages work more or less the same way as a person’s first language.
That’s not exactly a good way to think about a foreign langauge, because it’s rarely ever a one-to-one relationship for everything. Even for related languages like Spanish and Portuguese, there are things that don’t always cross over. You can’t assume that Portuguese is “a different version” of Spanish, because not all words in Spanish have the same meaning or have cognate in Portuguese. And geographical proximity doesn’t account for anything either, as in the case of Indian languages, where there are 1500+ distinct languages, with varying degrees of mutual intelligbility (though by and large there is very little if any at all).
One of the biggest things about language is its intimate ties with culture, and how that translates in and out of different languages. There are certain cultural norms associated with different languages, which need to be upheld and respected. Obviously, one should exercise discretion, because sometimes, social customs can be extreme or ridiculous. But, usually, that’s not a call for us outsiders to make.
For example, in many Indian languages, it is widely considered inappropriate, rude, or inauspicious to discuss death, especially in the presence of the elderly or the sick, because it could be misinterpreted as a bad omen. This is not that complicated and is fairly easy to understand and get behind. But, what some learners of Hindi or other languages may not understand is that it precludes certain types of expressions, such as “I’m gonna kill you” or “You’re so dead”. In English, they don’t really mean anything, as they’re usually just threatening someone with the idea that there will be consequences to a particular action, not that they will actually kill someone. However, this is not the case in many Indian languages. Not only do these phrases not exist in direct translation, attempting to do so will result in a very different response. It may be interpreted as an actual threat, and even if it isn’t, it’s seen as poor manners or rude to say such a thing.
In a more complex example, Korean has an intricate system of honorifics and formal versus informal speaking. Certain words have particular forms that can only be used in deference to someone of higher social status. For example, my professor I’m meeting for the first time may ask “이름은 뭐야?” (Ireum-eun mweo-ya?). This is simply, “What is your name?”. The word 이름 (ireum) means “name”, but I would not use this word or even the same phrase to ask my professor’s name. Instead, I would say “교수님 성함은 어떻게 되세요?” (Gyo-su-nim seong-ham-eun eotteoh-ge doe-se-yo?). This literally translates to roughly “How is the professor (that I address) called?” 성함 (seong-ham) also means “name”, but it is the honorific form of the word. My professor can use 이름 with me, since they are socially above me, but I have to use 성함 with them. To do otherwise would be seen as too familiar, and even rude.
The Korean social hierarchy is something that not all Korean learners may immediately understand or even be aware of. But, in the context of Korean-speaking society, it is important to address such hierarchies, or you may face criticism and even anger for expressing unintended disrespect. For a language like Korean, it makes very little sense to ask only for colloquial expressions, since most Koreans will pay close attention (unconscious or otherwise) to the dynamics of social status in their everyday speech.
Whether the social customs that are ingrained in a language are complicated or not, it is important to understand such things. For those who learn in a classroom, the teacher may simply give you only phrases that fit in with the social conventions of the language, making it unnecessary for you to know at all. That can be a good and a bad thing, since while it promotes fitting in with the social norms, but doesn’t encourage synthesis of sentences, as opposed to using set, memorized phrases. Self-studiers should be mindful any kind of social conventions or rules of the language, rather than simply gleaning knowledge from the dictionary and grammar books. The best way to do so is engaging in media (particularly television) in that language, to grasp how the language is used in real life.
I hope this post was helpful in your studies in foreign language, and feel free to leave comments and suggestions for other posts. Don’t forget to share this post on social media, too!
For many high school students in the United States (as well as other countries), foreign language education is a topic that has mixed responses when brought up. Many of my classmates from high school reviled it as a waste of their time, saying that “everyone speaks English anyway”. Others enjoyed it, like myself, and valued it highly as an important aspect of my education. In the United States, the prevailing languages taught in high schools are Spanish, French, and more recently, Mandarin Chinese.
The general premise of foreign language education is that it facilitates communication between people who otherwise might not be able to, as well as to improve relations between different countries. There is a kind of cultural bias in English speaking countries where people from the United States and other English-speaking countries can ask people in other countries whether they speak English before attempting to speak in the native language of that country. It’s a poor habit that many Americans fall into, since our foreign language education is often subpar or non-extensive in its covering of cultural nuances.
At New York University, many of the programs require students to complete a foreign language requirement, which can range from completing only the elementary series to having to complete the entire series from elementary through advanced. Universities often provide a fairly wide variety of languages compared to high schools, but Spanish and French predominate as the biggest programs in many schools. NYU, specifically, offers languages including Italian, Portuguese, Mandarin, Cantonese, Haitian Krèyol, and even Quechua!
Now what I’m going to discuss is what languages we really should be teaching in our high schools, since I believe that our current selection is falling out of practical usage. Spanish is still one of the most useful language since many Hispanic immigrants reside in the United States, and Mandarin Chinese has similar applications in Chinese communities around the country. French is where it gets tricky. Very few people in the United States actually speak French in comparison to Spanish and Chinese, and even if Canada is on the border, the demographics of United States do not make French particularly applicable. Below are the top three languages that I think need to be replace French or otherwise be added to the foreign language curriculum of United States high schools:
Arabic, as a lingua franca of the Middle East, is an incredibly useful language due to its applications in refugee and immigrant communities around the world. The Middle Eastern communities will benefit immensely from the acceptance and tolerance for their heritages and beliefs if their language is taught in schools. However, as you may or may not know, Arabic comes in several regional varieties that are not entirely mutually intelligible, including Egyptian, Moroccan, Palestinian, and Saudi Arabian. There is a standardized variety, known as Modern Standard Arabic (MSA), which is based off of the Arabic of the Qur’an, known as Classical Arabic. We cannot possibly accommodate the many varieties of Arabic, so it is probably best to teach MSA in high schools, as is done in many universities.
Only at advanced levels can students consider specializing in a particular variety of Arabic, but each has its own merits. Egyptian Arabic is one of the most widely understood regional varieties, given much of popular Arabic-language media is in Egyptian Arabic, whereas Levantine Arabic has applications in diplomatic relations and translation/interpretation in the Levant, which includes areas such as Israel, Palestine, Jordan, or Syria (Note: these areas do have their regional variations, but Levantine Arabic does cover all of them to an extent).
While many South Asians do speak English fairly well (if not fluently), Hindi-Urdu is a valuable language to implement in school systems. South Asian communities have a diverse set of languages spoken among them, and Hindi-Urdu does, to an extent, unite them through a common language. Unlike Hispanic and Chinese communities, South Asian communities are not afforded the privilege of having their language being mainstream, which contributes to dynamics of assimilation. Hindi-Urdu is a culturally rich language with a strong tradition of music, poetry, and literature. Part of the barriers to understanding South Asian communities is due to the alienation of their languages, culture, and traditions.
You may think that this is simply to accommodate the South Asian communities in the United States, but the fact is that South Asian Americans exist. Many of us are divided from our heritages due to the lack of ability to connect to it through our languages, and having the language of Bollywood to connect us is a way of strengthening our ties. Yes, we do have our own languages, but we have our own ways (and sometimes not) to connect with those heritages. Hindi-Urdu is one of the few ways that Pakistani and Indian Americans can find something in common in the way of cultural bonds. Bangladeshi and Sri Lankan Americans have their own languages as well, and it is important to recognize that, and in communities with large populations of Bengalis and Sri Lankans, they do find their own ways to promote their languages (as I’ve personally seen in New York City). For the purpose of practicality, I support Hindi-Urdu as a language to be taught in high schools, due to its extensive cultural potential.
Russian is a somewhat practical language to learn, though this is more true on the East Coast with large populations of Ukrainian and Russian immigrants. Russian, as a diplomatic language, does have some uses as well, considering that it is a lingua franca in many Eastern European countries. Since I’m not as familiar with Russian communities or the scope of the language, I admit there’s not much else I’m able to say.
The over-arching point of this post is to express that certain languages need to be promoted more than others in this changing world. The prestige of French and Spanish is not a valid excuse to neglect the communities of other nations as well as expand diplomatic and cultural relations with them.
(This post is a Portuguese translation of an earlier post I wrote called: A Language Few Cared to Know. You can use this as reading practice for learning Portuguese, if you want, though it’s more for people who speak Portuguese, as well as an exercise in the language for me.)
Ter crescido nos Estados Unidos como filho de imigrantes tem-me presenteado circunstâncias únicas, particularmente com respeito à língua e à cultura. Eu tinha crescido imerso em duas línguas diferentes, ao contrário da maioria das minhas colegas na escola primária e ainda no ensino médio. Quando eu era pequeno, eu tinha um problema na fala que impedia-me a falar em frases completas. Quando os médicos diziam a meus pais que duas línguas confundir-me-iam, obviamente escolheram o inglês (aliás, esta noção que línguas múltiplas confundem às crianças é completamente falsa). Como resultado, o canarim foi virtualmente inexistente na minha infância. E foi como um nimbo-estrato, as pontadas de peso a bater-me.
Ainda que eu não podia falar o canarim bem, formava parte da minha vida. Meus pais usavam o canarim na casa para falar comigo, apesar do que eu quase sempre respondia no inglês. E quando eu tentava responder na minha língua materna, era miserável. Só depois de anos de prática heurística eu podia falar em canarim bastante bem. Isto concedido, eu ainda tenho problemas de ritmo quando falo, e uma tendência lamentável de falar demais rapidamente. Embora, o projeto do Duolingo para o canarim tem-me ajudado a expandir o meu vocabulário e conhecimento da língua.
Ainda assim, o canarim é muito presente na minha vida. Quando criança, eu confundi palavras do canarim com palavras do inglês. Muitos dos meus amigos na escola falavam o tamil, telugu, bengali, ou gujarati. Os amigos da minha família falavam o hindi. Não havia muitas pessoas que falavam o canarim na minha vizinhança, exceto a minha família. Por isso, o canarim parece-me um pouco formal ou arcaico. No presente, eu tento do manter contato com a minha língua maternal o máximo possível, porque eu sou apaixonado pelo canarim para passá-lo aos meus filhos. Na Universidade da Nova Iorque, não há muitas pessoas que falam canarim, e por isso, eu falo-me para praticar.
No decorrer dos anos, eu tornei-me muito ciente da pouca demanda para o canarim. Eu aceito esta realidade, porque eu não posso cambiá-lo num instante. Mas isso não quer dizer que eu gosto desta situação. Nem sequer é que eu desejo que precisavem-se mais do canarim. Os meus amigos eram de lugares e nacionalidades diferentes, e por isso compartilhavam os seus costumes. Eu nunca tenho conhecido uma pessoa interessada no canarim, até como gesto polido. O canarim era uma língua que pouca gente queriam saber.
Eu parcialmente espero que este projeto de Duolingo ajudar para trazer percepção à comunidade de canarim. A juventude da comunidade nos Estados Unidos precisa desesperadamente do que o canarim seja modernizado, e precisa de oportunidades de falar com gente da sua idade. A falta destas oportunidades de falar com a nossa comunidade na nossa língua impede-nos. Por quê falariamos esta língua se não houvesse pessoas para praticar, e mesmo assim, em maneiras limitadas? Por exemplo, eu quase nunca falo da política no canarim, e por essa razão, o meu vocabulário sobre a política e virtualmente inexistente. Haveria muitos anglicismos, palavras que ainda um anglófono poderia entender. Poder discutir muitos temas diferentes com várias palavras ajuda a fazer que a língua seja mais útil. Pelo menos, eu acho assim.
Growing up in the United States as the child of immigrants has presented me with unique circumstances, particularly with respect to language and culture. Unlike the majority of my classmates in elementary and even middle school, I had grown up immersed in two different languages. When I was young, a speech problem prevented me from speaking in complete sentences. When the doctors told my parents that two languages would confuse me, my parents obviously chose English (this notion that multiple languages confuse children is patently false, by the way). As a result, my Kannada was effectively non-existent in my childhood. And it hung over my head like a rain cloud, the pangs of guilt hitting me like raindrops.
Even though I couldn’t speak Kannada very well, it was very much a part of my life. My parents used Kannada at home to talk to me, despite the fact that I would most likely respond in English. And when I tried to respond in my mother tongue, I was miserably poor at it. It was only after years of practice and many instances of trial and error that my Kannada became better. Granted, I still have problems with rhythm when I speak, and an unfortunate tendency to speak too fast. The Kannada Duolingo project that I’ve been working on has helped me in expanding my vocabulary and knowledge of the language, though.
But all the same, Kannada is very much a present language in my life. As a child, there were several words in Kannada that I thought were words in English, often leading to my teachers and classmates’ confusion. Growing up, most of my school friends spoke Tamil, Telugu, Bengali, or Gujarati. My family friends largely spoke Hindi. Kannada is a language spoke in one state in India, and the proportion of immigrants to the United States from that state is much smaller. As a result, I had little exposure to other people my age who spoke Kannada. This has change the way I view Kannada, because when I translate it, the English always feels very archaic or formal, in my mind. This might be because the only people I ever spoke it with were my older relatives, my parents, and my older brother. In the present, I try to keep in touch with my mother tongue as much as possible, because it is something that I’m passionate about passing down to my children. I speak Kannada to myself because I have very few opportunities to use it at NYU with other students or anyone else, for that matter.
Over the years, I’ve become very acutely aware of the fact that there is little demand for Kannada at all. This is a reality that I accept and deal with. But that’s not to say I like it. But it’s not even that I wish people needed Kannada more. I grew up around people who spoke different languages, and we often shared our unique cultural practices and languages with one another. But I don’t think I’ve really met anyone who was interested in Kannada, even as a polite gesture. While my Telugu and Korean speaking friends exchanged their languages, I sat silently, because no one asked. Kannada was really just a language that no one really cared to know.
Part of me hopes that this Duolingo project will help bring more awareness to the Kannada-speaking community. Kannada youth in the United States are in dire need of modernization of Kannada and the ability to converse with people their own age. The Kannada-speaking community is scattered, at least where I lived. This prevents real engagement with our language, since we don’t feel the need to use it with anyone else outside our families. I’m fairly certain that this is the case for other lesser-known languages of the world. Why would we speak the language as much if we have so few people to speak it with, and in very limited ways? I almost never talk about politics in Kannada, so my ability to discuss it in Kannada is basically non-existent. It would consist of lots of loanwords from English, to the point that an English speaker can probably still figure out what I’m saying, without any knowledge of Kannada. This is my philosophy for including a wide variety of topics in my language guides. Being able to discuss many different topics with a basic set of core vocabulary words helps with making the language more useful and more applicable to one’s daily life. The more situations you can use the language, the more likely you’re going to use it. At least, that’s what I think.
Ideally, I’d like that people of different language communities can actually find each other, instead of giving up on their language entirely. But only the future can say what will actually happen.
I recently completed a preliminary version of the Kannada Duolingo course by creating a course on Memrise. If you don’t know, Duolingo is a language learning site and application available on computers, iOS, and Android. Duolingo provides free language instruction to anyone who has a computer or a smartphone. This is a revolutionary service, since it is extremely accessible and democratic. The courses rely contributors from around the world to improve and revise the courses, using a cloud-based system. Naturally, they do screen contributors for genuine knowledge of the language in question and commitment. Now, there are already a few courses on Duolingo that teach minority or at least non-mainstream languages, including Welsh, Irish, Romanian, and Polish. Duolingo’s service is an important tool for ethnic groups around the world to preserve their languages and inform the world. However, because Duolingo is not working on languages that require learners to learn a new script to read the language, languages like Chinese, Japanese, and Hindi are significantly delayed. Duolingo also relies on its employees’ internal knowledge of the languages. I am pushing for Duolingo to create a course for Kannada, so as to preserve the language of the Kannada-speaking community, particularly in expatriate communities.
Memrise is another useful service for language learners, and has a simple but very accessible way for people to write their own courses. The Kannada learning course that I wrote and recorded is up and running already! You can check it out here: http://www.memrise.com/course/990976/learn-kannada-3/
I’m considering putting up the full text as a textbook at some point, but I’m having some people review at the moment. Please keep an eye out!
I recently wrote an article for NYU’s Journal of Human Rights, which you can read here: http://issuu.com/nyuhumanus/docs/jhr_fall_2015_complete/36. If you’re interested in reading it, the topic concerns the legitimacy of language as a human right. I hope you find it interesting and edifying!
This is something that all polyglots, and even language learners who aren’t planning to learn any more languages, should read. Working on a language is a long and grueling process, which catches up to even the best of us. That said, we shouldn’t get lazy because we feel like we’re not getting anywhere. In fact, if you’re in that place, chances are that there’s an area you need to focus on. But it’s not wrong to take a break once in a while. In this post, I’m going to talk about the things that challenge me when learning languages, and what to do about it.
Leafing through so many resources to find certain information.
This is a big part of my work on language learning and on my books. Depending on the language, this can be incredibly frustrating. This is actually why the Hindi book is coming along so slowly. There are very few good sites out there that describe Hindi grammar, though my personal favorites are hindilanguage.info and learning-hindi.com. Even those either are largely restricted to very basic things or don’t explain the grammar in a way that makes sense to me. This is coming from a person who prefers to use grammar as the basis for language learning! But whether the language is Hindi or Italian, it takes a while for me to compile the information into notes and coherent lessons. Sometimes, I just find it all so tiring that I just let it be for a little bit. I’ll go watch some television or read and let my mind unwind a bit. Never be afraid to get up and walk around for an hour to just take a break. Don’t do what I did and work all day and all night, going to sleep at 1 or 2 in the morning on a regular basis for an entire summer. Believe me, it wrecks your sleep schedule and wears you out.
Learning from others and not being afraid to do so.
This has two situations packed into it. First, there’s learning from native speakers. The whole point of learning a language is to talk to these people! Don’t be afraid to speak up, try out your skills, and see what they say! Most of the time, they’re happy to oblige to correct you if you’re wrong about something. You should be careful about what and how you say things, though. I’m attending university in New York City, and while there are plenty of people to practice my languages with (particularly Mandarin for me right now), there are definitely people who are not in the mood! The other situation in with this piece of advice is other polyglots or learners who are fairly advanced in their learning. If they speak your target language better than you, then listen to them! Other people’s experience is invaluable to building your own. Standing on the shoulders of giants, in a way (I realize that’s not what it means but it works for the situation). Ask them about what they did to get so good at speaking a language or learning in general. It will help you in the long run, especially if you’re in a slump.
Find what works for you. Experiment!
When it comes to method, there is no one method that works. Software like Pimsleur and Glossika (the latter of which I love) can be touted as the best way to learn a language, but everyone has their own way. For example, Duolingo is a good way to keep some practice going, but personally, I find it very bland to a point. The language used in Duolingo is restricted to as many phrases are put in the system (nothing you can do about this), which does an admirable job. But to be honest, Duolingo should encourage what I call the “synthesis” skill, which is crucial to learning a language. “Synthesis” is being able to concoct and put together new sentences yourself without having to pause too much. But that’s just my opinion. Don’t take my word for it and try it out for yourself! It’s important to test out different things and find a sure-fire method tailored for your needs.
Take a break!
I already said this, but I can’t stress enough how important it is to do this. Set your materials and notes aside for a moment, and do something else! You need give your brain time to process all the information you’re taking in. That’s why sleep is important, too, so don’t sacrifice your physical well-being! By taking a break, you’ll be able to test how well you retain information in the long-term. Even though Memrise prompts me to work on it every day, I only do it once in a while to refresh my memory, at least for the languages I’m already quite familiar with.
That’s my piece for now, but I hope you guys re-read some of the older articles as well. Please don’t forget to share this on Facebook and Tumblr!
Since I recently graduated high school, and a friend of mine requested that I write this, I thought I’d write about keeping up your language skills after you leave high school. I’ve heard of a lot of adults who, after high school or college just completely stopped speaking whatever language they took. “It was too hard,” or “I wasn’t that good at it, anyway”. Those are things you hear the most. But that shouldn’t be the end.
If you just look, there are places to practice your language all around you. Talk to people who you know speak Spanish in Spanish. If you can, go on vacation to Quebec to practice your French. Whatever it is, you can find a way. There are sites like italki and WeSpeke, which help people exchange languages with others, to practice or simply as a form of cultural exchange. I used italki to practice my Italian, Catalan, and Portuguese. I didn’t even take classes on these languages in high school, so I had to be vigilant about keeping my skills up.
But since not everybody is as language-inclined (read: obsessed) as I am, there are a couple of ways that I recommend to keep up your language skills:
1. Watch movies or TV shows in a language made for native speakers. Or you can watch videos from the YouTube channels of those who speak the language. Just type in “X language YouTubers”, and there’ll be some article about it. Some YouTubers are more about learning the language, but there are also some that are more about entertainment, or even a little bit of both. Example: (Quite hilarious, I think!)
2. Read a book in your target language! I realize this can seem kind of daunting, but if you were more grammatically inclined when you studied your target language in high school, reading a book in the language can be really entertaining. You don’t have to read Don Quijote for Spanish (from what I’ve heard it’s rather boring when you’re trying to read the whole thing), but you can read Harry Potter in Spanish, if you liked that series. Note: If you’re doing this to learn more Spanish in general or improve your understanding of the culture, refer to my post on media.
3. Talk to yourself. I’m not joking. You may think it sounds crazy, but forcing yourself to think, talk, and conduct yourself using your target language will make it much harder to forget. After having gone through an entire year of speaking only Spanish in the morning every other day, I can vouch for this. Do whatever it takes: label all the things in your house with the words in the target language. Obviously, this changes if you live with other people. But you should try anyway.
4. As I mentioned before, there are many language exchange websites out there, where you can find people to speak with at leisure, all for free! The one site I recommend is italki, which I’ll link here. The site is incredibly useful, as you can specify different parameters for what kind of people you want to meet, and if you want actual lessons, you can find teachers for relatively cheap, as there are teachers without formal education in teaching who still teach very well, and there are professionals who are dedicated to the craft. Granted, you’ll have to put in a little money, but it’s well worth it if you want to maintain your skills.
I hope this post helps a lot of people, whether they graduated recently or will do so soon. Just because you had a hard time with it in high school doesn’t mean you have to give up. Just put your mind to it, and you can find all kinds of ways to practice speaking a foreign language.
I recently read through a post about foreign language films from Fluent in 3 Months (run by the legendary Benny Lewis; you can read it here). In this post, I’m going to address points made in the post, as well as discuss the worth of media in general as a foreign language tool. With that, here we go!
Movies/Media have to be studied actively. Passive watching is unproductive.
I’ve paraphrased it, but this is a very big point, and is true of most media in general, when you’re using it to learn another language. Even though I’ve watched Bollywood films for a good part of my life, why isn’t my Hindi-Urdu really good? That’s because I’m not paying attention to what the actors are actually saying. By focusing on subtitles, you’re tuning out anything you can possibly learn.
It’s a good idea to have the remote with you while you watch. You should find yourself pausing and rewinding a lot, to closely examine what they’re saying. If you’re watching something on YouTube, you can slow down the video so the speech is slower and easier to understand. Writing down the words will help immensely for remembering what you hear.
However, even though the post breaks down the method into, “Focus”, “Segmentation”, “Repetition”, “Engagement”, and “Subtitles”, I think one more thing should be added: “Searching”. In almost every movie, song, TV show, or whatever it is, there will be words or phrases that are repeated over and over again. Look for these! It will make your life so much easier when you can pick out what you have learned and what you haven’t.
I find the tip about trying to respond in the role of a character by pausing before the character answers really interesting. I’d never really considered it before, and it’s a great way of practicing synthesis, putting sentences together by yourself, rather than using set phrases.
Warning: the media method isn’t for everyone.
I’m sure that Benny Lewis is aware of this, but using media such as television and music is inadvisable for people who are starting out. This is especially true of music; languages such as Hindi-Urdu and Mandarin use vocabulary that is exclusively poetic, literary, or figurative. This isn’t helpful for a person who doesn’t already know a lot of basic vocabulary and grammar. You can read my views regarding this phenomenon in Bollywood cinema here.
Even for television, which is more likely to use mundane or everyday words, cannot be of use to a person who’s not familiar with the language at least at an intermediate level. For example, I wouldn’t recommend watching a Spanish telenovela when you don’t know all the tenses and moods in the language. For a language like Spanish, more complicated structures involving the subjunctive are commonplace in everyday speaking, and are essential to certain nuances that people wish to convey.
Currently, I’m studying the Italian text of a video game, Final Fantasy X (you can read Part 1 of the analysis here), and I have to pause through a 2-minute cutscene several times from time to time because there are words that I don’t understand. It also helps that I did the blog post, actually. But the point is that it doesn’t matter what media form it is, you you have to be able to understand 40% of the text/speech from the start (most of which is grammar and basic vocabulary), and the other 60% (more advanced/specific vocabulary) will come in time. I might be over/understating the the ratio, but it just goes to show that prior knowledge is necessary.
Pick a movie/form of media that you like.
I also have some reservations about using films that you know. Depending on the film, your target language’s dub either uses cultural contexts and expressions that are completely foreign to itself, even if they’re totally normal for you. This is a problem because it will present situations that the language isn’t built for. Unless the societies of two languages have a lot in common in other ways, it is unlikely that the dub of a film that was originally in another language can fully render all the intricacies of the original language. I’m not saying don’t watch the French dub of Disney movies to practice your French; just don’t depend on it as your sole source of foreign language media. Watch a film that was made in France/Canada for French speakers. As the original post points out, these authentic films will give you a glimpse into real cultural situations that the language was made for.
This is where we have conflicts over the question of fictional works. By which I mean, films/books such as The Lord of the Rings. It’s a prime example of an unhelpful text for learning a foreign language, at least at lower levels. The Lord of the Rings is highly literary in its style, and consists of fictional cultures and languages that may or may not have anything in common with real world ones. The point of this warning is for you to have some variety in what you learn from; venture from your comfort zone (media you’re familiar with and understand on a basic level anyway) into the depths of authentic, original foreign language material made for the people who speak that language. It’s not to say that reading The Lord of the Rings in Russian would be entirely unhelpful; it would be, but it would give you only insight into how a Russian native might perceive the Tolkien’s fictional universe, which is not unhelpful in and of itself.
My experience with Final Fantasy X in Italian is another example of this predicament. The universe of the game is not Italian, and so it doesn’t give me any insight into Italian culture, not much anyway. On the other hand, it does let me see how Italian translators choose to render fantasy, which is still a useful thing to know. I get my dose of Italian culture through what I read on occasion (Italo Calvino in Italian is pretty helpful), so I’d like to think I’m not deficient. You should have a healthy balance of both in order to understand a language.
I realize that might have been a lot to process, but if you have any questions, feel free to leave them in the comments, and I’ll answer them as best and as quickly as I can!