Starter Kit for Romance Languages

A lot of you may wonder about what language to learn, and while I have written in the past on the utility of languages, I’m thinking that it might be better to write a series of posts about what separates different languages, through their grammar, history, or their unique difficulties. Many languages belong to what is known as a “language family”, which is a grouping of languages that have common roots and features. This means that the languages in a particular family are usually structurally similar, and given what level they’re being examined, may even have similar vocabulary. Families themselves may be part of a larger family, where the commonalities are fewer.

The language family I’m going to be discussing in this post is the Romance language family, which belongs to the Indo-European language family. Romance languages are related by the fact they all are evolved forms of Latin in different parts of the Western Roman Empire, where Latin was the lingua franca. Some examples of Romance languages include Spanish, French, Italian, Portuguese, and Romanian. There are other, smaller Romance languages spoken throughout Western Europe, as well as creoles and pidgins that developed in colonial territories of Western European countries. Nowadays, the Romance languages are spoken in many different regions of the world, including Africa, North/Central/South America, and even parts of Asia.

The value of learning a Romance language varies from language to language, since each language has its own charms. Spanish is the most widely spoken Romance language and is the language of many famous works of magical realism. Italian is the language of Dante’s La Divina Commedia, though in a medieval form, as well as of Italo Calvino, a renowned modernist writer. Many lyrics of classical opera and vocal pieces are written in Italian, as well as in French. French is often said to be the “language of love”, and some writers of the Enlightenment, such as Voltaire, and the author of Les Misérables, Victor Hugo, were speakers of French. Romanian and Portuguese are unfortunately the unnoticed children of the Romance family, since very few major works of literature were ever written in these languages and did not spread extensively to many territories (except perhaps Portuguese in Brazil). However, every one of these languages is worth learning in its own way!

Basic features

The basic rundown of how all Romance languages work is that they are moderately inflective, since verbs drop affixes and add others that reflect multiple meanings, such as tense, person, etc.

The general sentence order of Romance languages is SVO (Subject-Verb-Object), which is to say the default form of a sentence is to order it in that way. This is the way English orders sentences. However, it’s not as strict in Romance languages, since verbs conjugate according to person and tense. For questions, Romance languages typically flip the sentence order, but the simply making the original statement a question by inflecting has a slightly different meaning. For example, take the sentence “They eat apples” in Spanish: Ellos comen manzanas. The usual question form is ¿Comen manzanas ellos? (Do they eat apples?). However, saying ¿Ellos comen manzanas? is slightly different, as it’s asking about what they’re eating, rather than who’s doing the eating.


Romance language verbs are fairly straightforward. There six groups of conjugations, each corresponding to person and plurality. They are: “I”, “you (non-polite)”, “he/she/it/you (polite)”, “we”, “you all (non-polite)”, and “they (male)/they (female)/you all (polite)”. The word for “it” usually doesn’t have its own word, and speakers simply use the pronoun according to the grammatical gender of the noun in question (we’ll get to this in just a bit). This varies from language to language, as some do not use certain forms anymore. Brazilian Portuguese doesn’t use the “you (non-polite)” form anymore and Latin American Spanish doesn’t use the “you all (non-polite)” form anymore, for example.

Verbs belong to one of three categories, each with their own slightly different conjugational endings. These endings reflect tense and person. While the verb “to love” in English only changes for “he/she/it”, in Romance languages, there is a unique form for each category mentioned before. So, “I love” in Italian, for example, is io amo, but “we love” is noi amiamo. Because of these distinctions, Romance languages are almost all pro-drop languages, which is to say that you can drop the pronoun subject if it is obvious from context who you’re talking about.

French might be the only exception, because even though spellings are distinct, some verb conjugations are said the same way. Even many nouns can sound identical and other contextual clues as well as a pronunciation rule known as liaison are required to understand spoken French properly. For this reason, French is not as much a pro-drop language (if at all).

Every Romance language also has unpredictably irregular verbs (which you have to commit to memory) and certain types of verbs with (sometimes) predictable irregularities.

The tenses that you absolutely need to know are present, preterite, imperfect, future, as well as conditional. You also need to know their perfect forms (“have done, had done, will have done, etc.). Most Romance languages distinguish preterite and present perfect, whereas in French and Italian, they are the same, since the actual preterite in those languages has passed out of common use.

You will also need to learn a mood known as the subjunctive, an essential part of Romance languages. The subjunctive mood is a verbal mood that indicates hypotheticals or uncertain actions, to put it very simply. There’s a little more to it than that, but you can learn more about it if you decide to learn a Romance language. That’s more or less all the basics to verbs.

Noun Properties

Nouns in Romance languages have singular and plural forms, the latter of which, depending on the language, are extremely straightforward to construct. Even the languages with different ways to pluralize different nouns have easily understood patterns (except for possibly French). All nouns have definite and indefinite articles, the words for the and a/an.

Nouns also generally do not have declensional cases, except for Romanian, which has retained many features from Latin, including the neuter gender. This brings us to grammatical gender, something that confuses many novice language learners. All Romance languages have grammatical gender for nouns, and it almost never has anything to do with biology or any kind of logic whatsoever. That is, unless the noun in question is a person, in which case, grammatical gender corresponds to biological gender.

Now, adjectives and adjectival phrases behave much like nouns, having to agree in gender and number. Take the word o urso (bear), in Portuguese. If I want to say “black bear”, the word “black” has to be of the same gender and number as “bear”. So that means, “black bear” is o urso preto, where both urso and preto are singular and masculine. If I wanted to make it plural, it would become os ursos pretos.

Nouns can also be replaced by object pronouns, so as not to be repetitive. Take the following exchange in Italian as an example:

—Where is the key that I gave you?
—I put it in the box.

—Dov’è la chiave che ti ho dato?
L‘ho posta nella scatola.

The word for “key” (la chiave) is replaced by the direct object pronoun (DOP) la (contracted to l’ due to Italian conventions), which as with adjectives, corresponds to the feminine gender of la chiave. The word for “you (non-polite” (tu) is implicitly referred to by the indirect object (IOP) ti. There are a variety of double object pronoun combinations in most Romance languages, which are all fairly easy to learn. That’s about it on nouns.

Learning strategies

You may already know this, but vocabulary in Romance languages is simply a matter of memorization when it comes to irregular forms and grammatical gender. Just use flashcards and spaced repetition programs like Quizlet, Memrise, and Anki.

For verbs and other grammatical features, all you can do is just do lots of exercises and write a lot. Also, read! Reading in the language (and this goes for any other language as well) helps immensely in gaining vocabulary as well as contact with native-level uses of the language.

If you are a reasonably well-read speaker of English, you will probably notice that many words in Romance languages sound familiar. Like la biología in Spanish, or il sistema in Italian. This is because these words are of Greek and Latin origin. A handy thing to note is that in all Romance languages, words of Greek origin are all masculine! For Latin origin words, the original gender of the word transfers to their Romance language form; feminine stays feminine, masculine stays masculine, and neuter becomes masculine (except in Romanian, where the neuter gender is still around). In the end, it’s just a lot of diligent practice and a willingness to learn.

I also recommend using the WordReference dictionary, as their Romance language dictionaries are great. For language lessons,’s lessons are OK, though not to my liking. There are many language learning textbooks out there and I cross-reference materials a lot. Of course, you could just use my books on Italian, Portuguese, and Catalan, if you plan to learn those languages!

For Spanish books, I don’t recommend Realidades past Realidades 2 or if you can avoid it, mostly because you’ll end up with very, very politically correct Spanish that doesn’t sound native in any particular way. Temas is a great book for advanced learners, since it’s written for the  AP Spanish Language and Culture Exam. For advanced Italian textbooks, you can definitely use Con Fantasia: Reviewing and Expanding Functional Italian Skills (also an AP textboko). Learning Portuguese with Rafa is a great start to learning Portuguese grammar. There’s always Duolingo as well, since it gives you a good start, and keeps you practicing. Fair warning, Duolingo doesn’t help advanced learners very much.

I hope you enjoyed this article, and please don’t forget to share and comment on Facebook, Tumblr, or here. I’m planning to write more of these Starter’s Kits in the future, so keep an eye out!

5 Activities for Foreign Language Teachers

Having been a language student for six years and a language teacher for two years, I have seen both sides of the language learning experience. Even though I haven’t been teaching that long and I don’t exactly have credentials, I think I have an idea or two of what helps language students. Sometimes it just isn’t enough to give grammar drills and give lessons on new concepts every day. You need to change it up a little and give them a way to exercise the concepts they’ve learned. So, in this post, I’m going to elaborate on five classroom activities that I’ve come across and personally created, all of which are included in my book, Scoprendo l’italiano!: An Accessible Guide to Learning Italian. Please note that these assignments can be edited as needed to suit different needs.

1. Personal Discussion Project – For Intermediate Classes and Beyond

The students will work together in groups of three or four. Every group will create their own PowerPoint or Keynote Presentation. The instructor will choose one topic, and each group will base their presentation on that topic. This project can also be made smaller and assigned to individual students.

Classes, School, and Academic Goals

Each student will discuss the reasons they take certain classes and what university they plan to go to and why. Then, they should discuss their plans for study at a university, and what job they plan to take from there.

Foods and Cooking

The students will pick a semi-difficult recipe, talk about it with the class, about its significance, what certain terms mean if new vocabulary from outside the text is learned.

Literature and Reading

Each student picks a novel, and they will discuss them with the class. Summarize the plot, and pick two symbols and explain their meanings (This topic should be expected to take some time).

Culture and Family Traditions

The students will talk about their cultural values, where they come from, and important family traditions. They should explain why those traditions are important.

Talents and Skills

Each student will pick a talent or skill they consider significant to them. They will then discuss how they came to do those things, and why they like doing it so much.

This project should be graded upon accent authenticity, focus on the given topic, how well the project is presented, and if vocabulary and grammar are used properly. For advanced classes, this should be presented in the target language. The instructor may choose to require additional criteria.

2. Novel Report – For Advanced/AP Students

Students will read novels in the target language, and must be at least two-hundred pages in length. A four paragraph essay will be submitted by each student in the target language, discussing theme, plot, and symbolism. A well-constructed thesis should be included. Grade based on use of vocabulary, understanding of grammar and syntax, and comprehension of the book. If assigned to intermediate classes, the use of a dual-language dictionary is highly suggested. If the instructor so desires, shorter books, books originally written in English, or other familiar stories can be assigned, and a shorter essay can be written instead.

3. Writing Poetry – For Upper Beginners and Beyond

Students will write poems in Italian, in order to foster an understanding of Italian poetic language. The students will turn in three one-page poems. Classes of all levels are advised to consult a dual-language dictionary and also poetry in the target language.

Students will then select one of their poems, read it aloud, and then discuss it with the class. For languages in which there are more than simply present, past, and future tenses, in which tense is distinguished differently, with forms such as the aorist, conditional, non-past, or non-future, the students should discuss the relevance and effect of using certain tenses in the poetry. The discussion should be lead by the author of the poem, who will ask questions, and other students should participate.

4. Learning History – All Levels

Consult an article about cities, monuments, traditions, or other things in the nation(s) where the language is spoken. The article should be in the target language. Discuss it with the class in English or in the target language for classes with sufficient knowledge to understand. Afterward, have the students discuss it with each other in the target language. It is recommended that instructor repeat this exercise several times, each time about different topics.

This exercise allows students to use authentic materials to exercise their knowledge and obtain new knowledge from such a source. This gives them an idea of how natives read, understand, and use the written language.

5. Timeline Project

This project will have the students present a timeline made from cardstock, or cardboard, with pictures or photos to represent events they did in the past, and/or those they will do in the future. They will present a script, which is to be followed by an instructor or listener, in order to check that the student has memorized it. Grade based on pronunciation, accent authenticity, fluency, and poise when speaking in front of a group. For advanced classes, permit the audience (including the instructor) to ask questions, which the presenter should answer in the target language.

I hope this helps some of you, and don’t forget to share this on Facebook and Tumblr! Feel free to leave comments and suggestions!

When and Why Grammar (Is/Can Be) Important

As a something of proponent of grammar-based learning, I should admit that I’m biased when it comes to whether grammar is important or not. When my peers and I learned English in elementary school (which ironically is called grammar school everywhere else, for a reason), we were told that good grammar was important because it showed that you were educated. But when I’m at school, there are still some people who speak with minor grammar infractions. But why is that? It could be that grammar in speech is not enforced as much as it is in writing. We see this in a lot of places; while the sign of a business may be written in good English, the people running the establishment may have less-than-perfect speaking skills.

But you may be wondering what this has to do with foreign language. There are numerous people who give up on foreign language because they have trouble grasping the grammar. But this is not their fault; it’s not a question of studying enough. Some people simply don’t learn that way. Many respected linguists and teachers of foreign languages have said that grammar shouldn’t be stressed as much as it is in most classes. And that is true; grammar can be overwhelming if you’re not interested in it. However, this is not to say that grammar shouldn’t be taught at all. Now, I’m going to discuss reasons for whether grammar is a necessity.

Better Reading and Writing

This is a bit of a given. The written form of almost any language is expected to be flawless for the majority of the speaking populace. Again: grammar-wise. The actual written content and the mechanics of the language used to convey it are separate. Good grammar is essential to not be only understood but also show yourself as an educated, intelligent person. I realize that there are people who may view educated writing as pretentious, but I feel that is more a product of word choice and actual content. Good grammar knowledge also enables you to understand more advanced texts, because certain meanings and nuances are conveyed by more complex grammatical structures, some of which include different moods and cases.

Enhanced Understanding of Nuances

As I said before, a good grammatical understanding allows you to get certain nuances of the language. This is especially relevant when the language that you’re learning is not at all connected with your own, meaning that you have no foundation to work up from. When Romance language speakers use the subjunctive, certain uses suggest a notion of uncertainty, doubt, hypothetical conditions, etc., in a way that English doesn’t. When Korean speakers shift between the “modes” of formality and politeness, this provides certain undertones to the speech. Memorizing phrases and substituting words is no better than memorizing lists upon lists of vocabulary and rules. I think it’s important to encourage synthesis, rather than mechanical/robotic repetition.

Stress Undermines Motivation and Appreciation

As you’re probably very aware, an overt stress of grammar is detrimental to learning. It creates the impression that language is just grammar rules and words. This is not only hugely demoralizing, but also a huge underestimation of the power of language to convey the human experience. Each language is unique in its capacity to express the history, emotions, and experiences of a people.

Narrowed Understanding of the Language as a Whole

Not everyone says the same thing the same way. This is a fact of life. As much as knowing the grammar lets you make your own sentences independently, it also limits your ability to understand other dialects and expressions. Whatever you’re taught in a class or grammar book is the standardized version of the language, which not everyone speaks on a daily basis. Sometimes, the standardized version of the language is seen as pretentious, arrogant, uptight, or downright unnatural. Granted, the remedy to this requires that you go to various regions where the language is spoken, so that you can get exposed.

I hope you got something out of reading this! Please share this with your friends and feel free to leave any comments!

Fluency Revisited: 3 Things That It Is and That It’s Not

A few months back, I did a couple of posts regarding the objective of foreign language study: achieving fluency. I did several posts on the definition of fluency, and the levels thereof. Looking back on those posts and considering my views now, I think I need to revise my definition fluency. I’m going to talk about some of the things what it is and what it’s not. This is by no means an exhaustive list. So, here we go!

What fluency is:

1. Literacy

This is one thing that hasn’t really changed for me. I don’t think you can be called fluent in a language unless you can express yourself in all three modes of communication: reading, writing, and speaking. While most people think of speaking when it comes to fluency, I think that in order to master a language, which is fluency, you need to be literate. In fact, the first order of business when you’re learning a language with a different script should be learning it. The best way to acquire more vocabulary is reading, and if you don’t have many opportunities to speak, you should be familiar with the writing in the target language, especially when you’re talking with someone in a chat window on some social network.

2. Interpretation

Interpretation is the exchange of the spoken language through speaking and listening. You need to be able to process and react to the spoken language, using the target language in both instances. It’s not really enough to get the gist, because you may miss certain nuances, such as sarcasm, irony, or jokes. You can’t claim to know a language when you understand everything being said, but cannot respond.

3. Cultural conventions

A big mistake that I see with a lot of people in language classes is literally translating whatever they’re trying to say from English. It is important to understand that people who speak one language do not think in the exact same way as the people who speak another language. This is evidenced by the fact there are words that don’t necessarily translate to or from other languages. You need to learn how people use idioms, how certain words fit into certain contexts.

Another thing about this is that you cannot automatically use another language the way you would your own. Just because you talk casually with just about everyone doesn’t mean that it’s appropriate in another language. That’s not the culture. For example, in most Romance languages, it is not up to you to decide when you can use the “tu” form to address someone who you’ve become good friends after a long time. It is considered polite to either ask (though that is a bit more forward), or wait for that person to give you express permission. And don’t think people won’t notice. They will.

What fluency is not:

1. Being a scholar/academic

Let’s be honest: the majority of the speakers of any language are not professors. And by no means can learners be expected to acquire such advanced skill. Being an intellectual requires the study of advanced texts and learning of a much higher degree, which you can only consider when you actually know the language to begin with.

2. Being a native

Don’t let any teacher or anyone else tell you that fluency precludes anybody who didn’t grow up speaking the language. This is by no means true, because you can learn to acquire that facility by immersing yourself in the environment where the language is spoken (after some time studying the language of course). That’s how children learn: they’re immersed in the language, and know how to use it only after much trial and error.

3. Taking only classes

You need to get out into the world, where people use the language for their everyday lives. Get yourself out of your bubble, your little comfort zone, where all you ever do is take tests and answer questions. Sure, you can practice conversations in class; but even then, everything is scripted. Knowing the language in theory isn’t everything.

So, there’s something else for you to think about. Remember, these are just my opinions, not definitive facts. Take them as you will. Please share this on Facebook, Google Plus, and Tumblr! Leave any comments if you have something to say about this topic.

A Challenge!

As the end of the school term and beginning of summer vacation for many draws near, I’ve thought up a challenge for all of you language learners! Even if you’re just starting a language now, this is a great way to get a head-start, especially if you’re planning on taking formal classes. There are three main parts to this challenge:

Part 1: Vocabulary

You’re never going to be able to hold coherent conversations unless you have some amount of varied vocabulary. So, in this part of the challenge, you or another person will assign 5-10 new words every day for you to learn. Having another person do this for you is not only a fun social experience, but that person will also keep you on your toes to study the words. This is a pretty manageable number of words for most people to learn in a day. Make sure to change the themes of the words every two weeks! So, for weeks 1-2, you learn 70-140  words relating to food and cooking. Then, for weeks 3-4, you learn 70-140 words relating to travel. Feel free to change the themes to whatever suits you at that time!

Part 2: Speaking

You’re obviously going to need to practice speaking the language if you want to actually speak to people. This is extremely helpful if you can’t actually find someone to talk to. The solution is… talk to yourself. Try to express yourself in the language you’re learning. It doesn’t matter that no one can hear you and correct you. Eventually, when you can talk to someone, they’ll help you out with pronunciation and accent more. Native speakers obviously think in their own language, so you should too when you speak that language. So, don’t say I have to go to school, when you’re learning Korean. Say 학교에 가야 돼요 (hak-gyo-e gaya dwae-yo)!

Part 3: Reading

Find children’s books or simple literature in the target language, and try to identify the meaning of the sentences. You should definitely try to be literate in the language you’re learning, because you’ll be able to build more vocabulary that way. Obviously, this is going to be harder for languages like Catalán or Basque, but you should definitely try your best to find books. Of course, you shouldn’t expect yourself to be able to read the I Ching in Chinese right away!

So, I issue this challenge to you, and wish you the best of luck!