Language: You’re Doing It Wrong

In a lot of high school foreign language programs the instruction is often loaded down with grammar exercises. For someone enjoys grammar, this isn’t a problem, but it is for many people who have less patience for it. Grammar can be tedious and often doesn’t convey any of the vibrancy of that language. It can be difficult to pick up Spanish when they drill you on conjugations in the present indicative versus the present subjunctive. As a result, people treat language classes like medicine; the sooner you take it, the sooner it’s over.

Sometimes, people try again in their later years, whether it’s through a class or buying Rosetta Stone. I can personally attest that picking up a language through Rosetta Stone is irritating and unhelpful, by the way. To me, Rosetta Stone presents the opposite extreme: loaded down with sentences with no way to parse them.

The reason that you couldn’t pick up Spanish in high school was because you were too immersed in grammar. It was hard to see that a language is organic and sometimes behaves in ways you don’t expect. You couldn’t pick up Spanish later in your life because you focused too much on getting individual sentences. You couldn’t see the structure and use that to your advantage in understanding it.

So how should I learn a language, then?

Rather than excessively focus on repetition of phrases or simply grammar exercises, it’s better to have both in equal proportions. Picking up the grammar is important, no matter how much you might not like it. If you don’t have a blueprint for the fundamental structure of that language, your ability to acquire that language in the long run is fairly inhibited. Why? Because you’re memorizing phrases more than patterns. The important part is to be able to synthesize your own sentences, instead of spitting out rote-memorized sentences. Rather than understanding the sentences intuitively, you’re just memorizing a bunch of sound that has a given meaning.

In simpler, so-called “easier” languages like French or Spanish, you can get away with the rote method much more easily. Compared with some other languages, there’s minimal futzing around that you need to do with the sentences. This doesn’t work in a language like Korean, with a complex system of honorifics and verb styles. A keen awareness of how to form words, especially with respect to formality and politeness, is of the utmost importance. For a polyglot, it’s better to have a fairly consistent method, or at least a flexible one.

In my opinion, you need an even mix of formal grammatical training as well as real world experience. You need to ride with training wheels before you can ride without them. Sure, there are some people who can just pick things up by listening. But for a more complete and functional knowledge, you should combine grammar and real experience.

In conclusion

Obviously, not everybody has the same needs. Sometimes, you’re a linguist who may not really need to pick up the whole language, but rather understand it formally or in theory. Other times, you’re just a tourist or frequent traveler who could use a few phrases to get around once in a while. This post is more for those who want to learn a large part of if not the whole language in question, and long-term strategies are key for developing your skills.

Don’t feel weighed down by grammar, but don’t rely too much on set phrases. Learning a language is learning to interact with an organic part of people’s lives. It’s OK to depend on videos of the language in practice to reinforce your understanding of a grammatical concept, and you can try parsing recurring forms through the phrases you learn. But relying on either in excess could very well make you give up. Take the happier and more efficient route to learning a language! Pick up a book, pull up some YouTube videos, and get to work!

Language in Jeopardy: How to Protect Our Mother Tongues in Public

Take a look at this article before reading on:

When I read this post from Angry Asian Man, I became an angry Asian man, to say the least. This kind of ignorance needs to be stamped out. In an age where Islamic terrorism threatens the lives of innocent Muslims who live in the diaspora, we need to be more vigilant on the behalf of these members of our societies. It is our responsibility to listen to them when they decry Islamic terrorism, rather than ignore them and then ask why they don’t say anything.

But more than anything, this incident’s relation to language struck me particularly strongly. Why the hell are these two men being arrested because some idiotic passenger thinks that any brown-skinned people speaking a language they don’t understand is a terrorist. When this keeps happening on planes, buses, and other forms of public transport, I’m just floored by the people who say they should have been speaking English. Let’s consider the facts: these two men are foreign nationals (Pakistani and Indian respectively) who don’t speak English very well and are in a land very far from home. It’s only natural that they would find solace in finding someone else who speaks their language in a foreign land. Why do people suddenly have to place a label of suspicion on people who haven’t done anything, or cannot be proven to have done anything?

The lack of respect for the Sikh man’s violation of his person by removing his turban, a sacred item in the Sikh religion, is not enough, apparently. This man is apparently not even allowed speak his own language with someone else who does.

Something similar happened with a Chinese woman in Arizona (you can read the article here). Getting punched by someone for speaking your mother tongue in public is racist, prejudiced, and unbelievably horrible in so many ways. Even though I live and go to school in fairly liberal places (California and New York, respectively), I’m dreading the day where I have to be careful about what language I speak in public. As an aspiring polyglot who aims to specialize in Mandarin and Arabic translation/interpretation, these incidents are of great concern to me. These people who hear Arabic, Punjabi, Chinese, and other Asian and Middle Eastern languages in public and then react in these ways are a problem. This needs to stop. But what can we do?

  1. If you hear or see someone making private or public accusations of terrorism based on someone’s appearance or what language they’re using, you tell them that’s not okay. Just because you can’t tell the difference between Punjabi and Arabic doesn’t automatically mean they’re Middle Eastern, and that definitely doesn’t mean they’re terrorists even if they were. Leave them alone!
  2. Start learning other languages! Those who know other languages are frequently more open-minded than others and are exposed to a wider variety of opinions and beliefs than they might be otherwise. We should be instituting the teaching of Arabic and immigrant languages in schools rather than traditionally taught languages like French, Latin, or Spanish. Mandarin in schools is a step in teh right direction.
  3. Help out non-English speaking communities by employing your language to supply them with opportunities for jobs, community, basic amenities, and other necessities for living in a country where few people speak your language.
  4. To immigrant children: Don’t let go of your language. If you never knew it, try to get back in touch with it. Help out those in your community who need you. If you don’t speak it well, it’s never too late to start brushing up (as I can testify in the case of my Kannada skills).

And no, just because this is America doesn’t mean you have to speak English all the time. This isn’t a refusal to speak English at all. But if I want to have a conversation in another language, I have every right to do so. You have no business regulating what and what I can’t say, since we have the freedom of speech. Not everything we say has to be for public consumption. Immigrants and other people use their languages because it’s what’s comfortable for them. We are under no obligation or responsibility to use English if we don’t need or want to. Don’t tell us what to speak.

Stop demonizing immigrants and their languages.

Thanks to Angry Asian Man for these articles. They have inspired me to be more active and political in my involvement with language.

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!

しりとり (Shiritori) and Word Games

Today, while hanging out with a few of my Japanese friends, I learned about a game called しりとり (shiritori), which is a type of word game where people say words, take the final kana (or syllable) and use that to find another word that begins with it. It was pretty difficult for me, since I have a fairly limited knowledge of Japanese words. So, that means if I say umi, the person after me has to say word that begins with mi. Obviously, you have to know the kana spelling of a word in order to play this game properly. The catch is that you cannot play words that end in the kana ん (n), since no words in Japanese end with this kana. On top of that, you can only play common nouns, so no names of places or people. If you are in a position where you have no choice but to play a word that ends in ん, then you lose. A similar game called “word chain” exists in English, though this version has way fewer way to ways to lose, since very few letters in English are like ん for the purposes of the game.

Now, what this made me think about is the fact that the idea of “spelling” is an almost unique thing to English, since nearly all letters have more than one possible pronunciation that overlaps with other letters. In Spanish and Italian, for example, spelling is fundamentally unimportant, since every letter has a one pronunciation and one only, and all words are spelled exactly the way they sound. French could conceivably have spelling-based games, since more letters are ambiguous the way English is. Even if the letter or symbol of a language has multiple pronunciations depending on the position of it in a word, spelling is insignificant so long as there no overlaps with other letters. For example, the letter “f” and the combination “ph” make the same sound, but are used to spell things in different ways. “Ph” is used in almost exclusively words of Greek origin, like “philosophy” or “philanthropy”, and “f” for everything else. But for the unlearned player of word chain, these words have ambiguous spellings.

Another thing that this pointed out to me is that in many languages, this game can end very quickly. For example, in Italian, nearly every word ends in a vowel, and that significantly shrinks the bank of words you can use for the game. Spanish has a similar problem, since relatively few words end in consonants other than and s. In many (if not all0 Indian languages, this game is not feasible, at least if it’s played like shiritori. Using the final syllable is very difficult, since even though Indian languages use abugidas, where each letter is almost always syllable unto itself. The problems come up when you have a syllable that has more than one consonant in it. For example, if I were to use the Kannada word ಮಿತ್ರ (mitra), the next word has to begin with ತ್ರ (tra), of which there are very few. It’s even worse if you play a word that ends in the sound ಋ (ṛ), since there are very, very few words that actually start with this letter. It’s just that the writing system is not suited for such games. For what might be obvious reasons, Chinese languages cannot play this game, since hanzi don’t work that way. Using radicals to determine the next word requires too much knowledge on the part of the player. Also, pinyin finals can’t always start a word, and tones restrict syllables even more.

Some of the languages that I think are suitable for this game (using either the Japanese or English version of the rules) include Greek, Russian, Korean, possibly Vietnamese, maybe Irish, and Catalan. Correct me if you think I’m wrong. One of the keys to this game is that there has to be a letter or symbol that little to no words can start with.

I hope you enjoyed this post, and I highly suggest playing it for practice in the languages mentioned. Please remember to share this wherever you think people will be interested!

Accent and Dialect: Do You Get to Be Choosy?

As many people know, there are frequently regional varieties and accents of almost every language, even within languages spread over fairly small areas. This presents an interesting problem for non-native speakers and new learners of any given language. For certain languages, the accents aren’t sufficiently different from the standard or most commonly spoken variety. However, for others, such as those spoken in different countries, particularly ones that are far apart, the accents and dialects can be distinct, and to a degree, somewhat unintelligible. So, what do you learn? Is one more “right” than the other? Do we non-natives even have the right to choose? I discussed this in a previous post, but recently I’ve been rethinking this idea.

In order to consider this problem properly, let’s look at a few different languages where dialects and accents are reasonably present. What I mean by that is that the language in question has regional varieties and pronunciation variations that are fairly apparent to natives of the language. These dialects may even constitute social barriers. The languages I’m going to discuss are Spanish, Japanese, and Arabic.

First, let’s consider Spanish. The Spanish language is spoken in many countries, most notably in the majority of nations in South and Central America, Spain, and the United States. The varieties of Spanish in each country are generally viewed as fairly distinct. For example, Cuban Spanish, is very different from the Spanish spoken in Spain. The principal difference is the use of ceceo, a rule of pronunciation of the letters s, c, and z. However, Cuban Spanish has its own peculiarities. Take the word pescado (seafood/fish). In Castilian Spanish, the variety spoken in Spain, it is pronounced as written, but in Cuban Spanish, it is widely pronounced as pe-ca-o. This can be seen as an almost intolerable difference, to the point that you might have to devote separate studying to understanding spoken Cuban Spanish. However, this is an extreme example. Mexican Spanish, though spoken with its own accent, is not incomprehensible to the average foreign learner of Spanish, and in fact is used as the de facto “natural example” in most classrooms in the United States. (I say “natural example” to denote a variety used most often in the classroom for practical purposes.) The point is that most varieties of Spanish have their regional differences, mostly in the way of slang and regionally exclusive concepts (such as food, items in daily use, etc.), but are, overall, fairly mutually intelligible. Now, this brings us to the main problem: do learners of Spanish get to choose what variety they learn or speak? Usually, classrooms teach a version of Spanish that is politically correct, without much slang or regionalisms. Personally, I don’t view this as a huge problem, because, in the beginning, it gives a learner a decent foundation to work up from. But, in the long run, if one continues to use this approach, the end result is an overly newscaster-y sounding Spanish that everyone understands but nobody really uses in everyday conversation. I believe the solution to this problem is that students learn the “politically correct” version to a point, perhaps to the lower intermediate level (B1), and then specialize or at least become familiar with the regional dialect of one country. For example, I would say I understand most varieties of Spanish, but I personally speak and am most comfortable using Castilian Spanish. But it is not a terrible thing if you can’t do so, since the “standard form” of Spanish is readily understood and can be switched to by most, if not all speakers of the language. However, not all languages are the same, since Japanese and Arabic present different problems.

Japanese is spoken only within Japan, but the effect of regional differences is widely recognized. The Japanese spoken in Tokyo is the standard, but if one goes to the Kansai region and Hokkaido region, one will notice a marked difference in pronunciation and use of the copula (the verb “to be”) and even conjugation of verbs. This poses a particular problem for learners of Japanese, because even if one never leaves Tokyo, there are people from all over living there. It’s very similar to New York City, where I’m living right now, and I have met all sorts of different Spanish speakers. Sure, these speakers might speak the standard Japanese when they’re talking to you, but if you go to their hometown, or you end up working in Osaka as an English teacher or something, it would be in your best interest to learn how locals speak. Just because standard Tokyo Japanese is the most commonly spoken version and it’s convenient to learn only that, doesn’t mean that it’s the only one you’ll ever hear. A responsibility of non-native speakers of different languages, I think, is to understand as many people as one can. It is pretentious and even offensive to say “I don’t like the way Kansai-ben sounds, so I’m only going to speak Tokyo-ben” (-ben is a Japanese prefix referring to the dialect of a region). This is different from Spanish, because you can avoid going to Cuba, and have no contact with the Spanish spoken there. Japan is much smaller, and it is significantly less likely that you can worm your way out of going to a specific region of Japan, if you are sent there. Think about it: it is less likely that you’ll be sent to an entirely different country versus a different region within a country. Therefore, it is easier to not have to learn all the different varieties of Spanish, but in Japanese, it would be a good idea to at least understand, if not speak, a localized variety of the language.

Now, we come to the curious case of Arabic, which I have discussed several times before. Unlike some other languages of the world, Arabic’s regional varieties differ greatly, to the point that some are not mutually intelligible. According to some speakers of Arabic that I have met, this is mostly in the way of slang, but formal sources say that even the written and common, non-slang instances of the language vary. The Egyptian and Levantine versions of the sentence “I read the book” can differ greatly in pronunciation, syntax, and even sentence order, for example. When it comes to learner, they must make a choice, I believe. Modern Standard Arabic is used only in formal, pan-Arab announcements and news broadcasts, and learners should decide from there, what variety of Arabic they will learn and use more often. If you’re going to be spending most of your time in Syria or Lebanon, you should learn Levantine Arabic, and even within that, there are national and sub-national variations in the language. Likewise, if you’re working in Morocco, Moroccan Arabic is your best bet. Arabic is a language that forces you to pick a dialect, since you can’t really get away with speaking only the standard form.

The overall conclusion is that the more unintelligible two given varieties of the same language are (though you should definitely compare all of them), the more likely it is that you’ll need to become familiar with one in detail. In a way, learners do have the right, and depending on the way you look at it, and even the responsibility to choose a dialect or accent to emulate.

I hope you found this piece informative and interesting! Feel free to leave any comments and please share this on Facebook and Tumblr!

The Impact on Language by the Syrian Refugee Crisis

With the massive influx of Syrian migrants fleeing the violence in their homeland, Europe is presented a not so uncommon problem. A good portion of the migrants do not speak any of the multiple local languages of European countries. An article from The Guardian reports that volunteers are helping the refugees by teaching them the local language (read it here), which will help them better function in the new society. I’m guessing that it will be unlikely that Syrian refugees are going to be able to return to Syria any time in the next five years or so, possibly more. As such, this is a situation where I believe one needs to learn the language of a country they migrate to, simply as a matter of being pragmatic. However, I don’t support assimilation, and am not suggesting that Syrians completely abandon their homeland and their culture as a result of their situation in the countries of Europe. They have a right to that, wherever life may take them.

On the other end of the relationship, the refugee crisis brings up an interesting array of possible effects on the political-linguistic environment of Europe. European nationals teach the refugees their language, but at the same time, there will most likely be demand and need to learn their language, Syrian Arabic, as well. Syrian Arabic is a dialect of Levantine Arabic, which itself is a version of the Arabic language. Arabic’s standard form, also known as Modern Standard Arabic (MSA), is mostly used in official documents and news to the entire Arabic-speaking world. While most, if not all, Arabic speakers understand MSA, it is not spoken widely outside of official situations and news stations, where, even then, the local variety may predominate. The influx of Syrian refugees into Europe will give reason for the countries of Europe to make Levantine, if not specifically Syrian, Arabic an official minority language that it uses to communicate with the refugee communities, while the local language is still not fully integrated into their societies. However, given the strong linguistic identities already within European countries, such as those of Catalan, Occitan, Romansh, and other minority languages may conflict with the pragmatic need to establish a medium of communication with the Syrian community. The increased

If the conflict in Syria escalates or is otherwise perpetuated, these refugee communities may become permanent in Europe, which sets the stage for linguistic changes. For example, extended contact with Syrian Arabic may result in loan words being borrowed by local languages, which is not entirely out of the question. Spanish, due to the Moorish occupation, adopted a whole slew of words from Arabic, such as ajedrez (chess), arroz (rice), and ojalá (God permit/willing…). Another a possibility is the creation of a Romance-Arabic creole in the Syrian refugee communities. I’m not sure what the long-term significance of this would be, but it is still entirely possible. Contact with Syrian Arabic may also induce sound changes, though that is difficult to predict, especially considering the relatively small scale at which the local languages may come into contact with the language.

I hope this piece makes you think a little bit about the long-term effects of the Syrian refugee crisis, and please don’t forget to share this on Facebook and Tumblr!

How Big Is Your Dictionary?

English, unlike a lot of languages, has a rather large inventory of words, mostly in the way of synonyms. Take the word “blue”, for example. “Blue” can also be expressed as “sapphire, cyan, cobalt, aquamarine,” or “cerulean”. And that’s not even all of them! Granted, these are different shades or qualities of the color, but the fact remains that there are many ways to express almost any given sentence in English. This can be a good and a bad thing. On the plus side, it makes expression and poetry more versatile, and can allow people to describe the world and their experiences in a more precise. On the other hand, it makes English very complicated, dense, and difficult to learn past a certain level of proficiency for the non-native speaker. I can’t say for sure what that level is, but this problem is more present in reading than in speech.

The notion of having and using a lot of synonyms in basic, everyday speech is simply not as important in most other languages. The threshold of vocabulary at which one uses new words for things one already knows, such as for colors, is much higher in Spanish or Italian than in English. That is to say, Spanish or Italian looks different only at a very high level of education, somewhere in the realm of PhDs and intellectuals. English, on the other hand, begins employing varied and complex language in high school. Remember, I’m talking about this from the perspective of a non-native speaker.

But let’s consider why this is. A Romance language like Spanish derives most of its lexicon from Latin, as well as from the languages of indigenous people in South America. However, academic, or at least standardized Spanish, may not use these words, even in the country in which those words are in widespread use. It is much the same in English-speaking countries; there is no reason to use regionalisms in formal situations unless it is explicitly required. Now, from the viewpoint of a non-native speaker of Spanish, whose first language is English and has a pretty decent knowledge of English, technical and sometimes formal Spanish can be easily guessed through using a knowledge of Latin roots. This is because English has a technical lexicon drawing from Latin and Greek. However, this is not the case the other way around. English draws from many different languages across the world, due to its multinational presence and imperial history. The fundamentally Germanic vocabulary and syntax of English also prevents most non-natives of English from grasping the grammar and vocabulary very quickly.

The significance of having “larger” dictionary is hard to ascertain, because the use of language(s) varies by country, and even within those countries by region. In the United States, English is the primary language in all cases, and other languages are often used in a semi-official capacity, such as translation or interpretation. In contrast, India has a multitude of different languages within itself. The state languages, such as Kannada, Malayalam, or Marathi, are used on the state level, and are used in semi-official capacities at the federal level, where English is used, with Hindi occasionally alongside it. A larger number of synonyms for any given word may allow for more precision, but to the average speaker, native or non-native, subtle distinctions between such words are irrelevant. Very often, synonyms for things such as color are for descriptive effect and variation, rather than a genuine difference in color.

I hope you enjoyed this piece, and I would love to hear your comments. Don’t forget to share this on Facebook and Tumblr!

I Just Graduated from High School… What Do I Do Now?

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!)

(YouTube Channel: 데이브: The World of Dave)

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.

The Sentimentality of a Polyglot

I’m sure I’ve waxed eloquent on how different languages communicate identities and the values and the beliefs of various communities. But this is really only relevant to the people who grew up speaking the language. Polyglots like Benny Lewis and Luca Lampiarello frequently talk about how different languages allow them to interact and understand other people. While I can’t speak for every polyglot, I believe there is a certain amount of self-discovery in becoming a polyglot.  Languages are reflections of the same human experience, seen from different angles. As a human, I share many experiences with people across the globe. Our mother tongues differ, which makes certain things more apparent or important to us. But if one learns other languages, one is greatly more aware of things we do that seemed normal once, and are odd to others.In this post, I’m going to talk about what the languages I speak reveal about myself, rather than what they reveal about communities and cultures to me. Note: I’m not going to talk about Kannada and English, since I grew up speaking them.


Spanish was my third language, and I began learning it in middle school. This was purely as a matter of course, rather than me wanting to learn it, as we had to learn a foreign language as a part of our education. It was really only in my fourth year of study that I really began to appreciate the language, as we began to examine more genuine texts in the language. There were things in the text that were deeply foreign to me, and that inspired me to learn more about them. I wanted to know what Spanish speakers thought, and how they saw the world. Learning Spanish provided an opportunity for me to take a step outside of myself, and see the world differently for the first time.


I must admit that I learned Italian on a whim. I thought the language was beautiful, that the country of Italy was fascinating. Italian was similar to Spanish, but I wanted to speak this rhythmic and melodic language, which felt very different from the more dramatic Spanish. Italian was carefree and light, qualities that I personally lacked at the time. I was a very serious and severe sort of person, and Italian was the polar opposite of what I was. Italian allowed me to open up and become less stiff as a person. It was through the Italian language that I really embarked on the journey to becoming a polyglot.


Despite having grown up around mostly North Indian family friends who spoke Hindi, and watching Bollywood, Hindi did not appeal to me initially. I saw no use in learning it, as anyone who spoke Hindi almost invariably spoke English as well. I only began to appreciate Hindi after I began listening to more music in Hindi and in Urdu. My father explained verses to me, and I thought the poetry about God and love was beautiful. Such poetry allowed me to appreciate my heritage more, because Urdu was the language of our poetry, and Hindi was our national language. It inspired a pride in my background, as I had been once apathetic and unappreciative of what my culture had to offer.


In a rather comical way, I started learning Korean because I was reading about the language on my phone in the middle of Biology, during the break between lectures. The language was interesting, because unlike Spanish, Italian, or Hindi, the Korean language’s dynamics were much more deeply rooted in a system of familial and social hierarchy. While not an unfamiliar construct, it was a system that I did not observe in my own home. My own culture and language placed an emphasis on respect for superiors and elders, but because I spoke mostly English at home, it often did not manifest itself. Even now, as I’m learning more Korean, it has made me aware of my deep lack of manners and respect for my parents. Korean led me to correct my ways in treating my elders and understand them differently. Oddly enough, it was a foreign language that allowed me to connect with people at home, rather than abroad.


Catalan was my first step into the world of the minority. People found it exceedingly strange that I chose to learn a language of the small nation of Spain, spoken in an even smaller province called Catalonia. I had read much about Catalan nationalism in Spain, and I was interested to learn the language of these people. In doing so, I saw articles that openly criticized Spain, and fostered a respect for the opinion of the minority. It seemed awful that one’s own language was being silenced, effectively blocking out one’s heritage at the same time. It made me realize that I wanted to help the minority gain equal respect from others, no matter who it was.


The most recent addition to my languages, Portuguese piqued my interest because it was spoken by two underrated (perhaps “under-discussed” is a better word) countries in the world: Brazil and Portugal. Nobody really talked about either country, or the language. In the same vein as my reasons for learning Catalan, I wanted to learn Portuguese because it was off the beaten track. It was not common, and to make it even stranger, I chose the European variety of Portuguese, which very few, if any, were likely to speak in the US. European Portuguese, much like myself, is a rather sentimental language. Fado, the national music of Portugal, is a very tragic and melancholy form, deeply involved in the misfortunes of life. Portuguese is the vessel of my own sentimentality and emotional beliefs.

I hope you found this piece about myself interesting. Please go ahead and share this on Tumblr and Facebook and wherever else. Feel free to comment and share your own experiences in learning languages.

The Conflict of Language Purity and Language Evolution

Many people across the world feel that their mother tongues or national language is threatened by the presence of English as a universal lingua franca. Over the years, the growth of the US as a superpower, and the preponderance of Great Britain in the Imperial Age as a major power has driven English into the communities of many countries. Languages import words from English to accommodate technological advances, and in a rapidly advancing age, some languages may find it difficult to keep up.

In an effort to keep languages alive and in use, communities across the world advocate a sort of linguistic purification, in which all imported words of English origin (or other ones for that matter) are not accepted as a part of the standard language. Due to the nature of language evolution, which (as I see it) is to tend toward simplicity, efficiency, and conciseness, this view of language presents a bit of a problem.

A policy to purify language is inherently difficult to legislate anything regarding language, as it is hard to change the way one communicates every day. In places like India, where there are multiple, distinct regional languages, it would be an extremely difficult task to change even the use of Hindi, as has been proven in the past. Movements to stop using words of Arabic and Persian origin held some ground for a time in India, but ultimately fell apart, due to the difficulty of using Sanskrit-ized Hindi. Sanskrit, as a classical language that fell out of use long ago, has not had any time to develop in the modern era, which accounts for a lack of technological vocabulary. Also, it hasn’t been exposed to much colloquial or public use over an extended period of time, and therefore, the structures in the language have not simplified to suit modern use. It made little sense to import a slew of difficult-to-pronounce words into the language of everyday life and thereby slow down communication. Sure, given time, it might have worked, but Sanskrit was well past its time, and it was largely reserved to the higher classes of Indian society and liturgical use, even in its heyday. Therefore, most academic discussion in STEM fields in India is often conducted in English rather than Hindi, making it more a language of the masses than one of science and technology. This has occurred in a similar manner for the regional languages.

Despite complaints that a language is no longer, “pure”, it is important to recognize that the import of words into a language does not necessarily mean the language itself will die. Borrowing words does not imply the replacement of the language, as demonstrated by languages such as Hindi and Tagalog. Hindi developed a flourishing and beautiful literary tradition under Mughal rule and borrowed many words from Arabic and Farsi, and the language is still in rather lively use today. Tagalog’s use of many Spanish words allowed it to develop a significant urban use, as these words allowed communication about modern technology and life. As a result, Tagalog is alive and well in the Philippines.

Therefore, I believe that it is counterintuitive and counterproductive to promote or impose “purity” of a language. As much as I’d hate to admit it, it cannot be helped that English is used instead of other languages in academic fields.The only reason that English has it all, is because much of modern technology was developed, documented, and researched in English-speaking, or at least Western, countries. However, I think that this allows languages to develop in other ways. The English language and the proliferation of technology across the world has brought many societies up to speed, and open up a number of opportunities for those societies to innovate themselves. When those innovations were brought to nations without those things, such as Britain brought things to India, they were a sort of anachronism, and the languages experienced a jump in time, so to speak. It is important to recognize the nature of language evolution and that it cannot be stopped or rewound.

I hope you found this piece interesting and please don’t forget to share this on Facebook and Tumblr!