I found that I needed both the structured classroom environment to get the basics and the immersion experience in order to get practice and to be forced to use the language.
I came to the US at the age of 7, in June of 1981. Although I was seeing signs in English and hearing English language dialogue on television during the entire summer, I could only learn a very limited amount by asking my dad, "what does _____ mean?"
When I started school in September, I was put back a grade and enrolled in an ESL class. School through December was quite difficult because my level of English comprehension was too low to interact with others at the school or to fully understand what was required in our assignments. Although our ESL class was, of course, not as theoretical as an adult language class, it was structured in a way that was pretty effective. In my recollection, the first lessons were some very basic phrases like "My name is ______ and I live at _____." Through the course of the year they continued building vocabulary and introducing commonly used grammatical constructions (like the past tense). By February, I had a much better grasp of what was being said around me, and around March, I was able to spontaneously construct simple sentences.
The French has been a little different because I do not have the advantage of a true immersion environment. I attended French conversation activities, and I was able to pick up a word here or there, but I had no meaningful level of comprehension. I started taking classes, skipping the 101 level and going right into 102. The big breakthrough happened when we studied the past tense because that is what is used most at conversational events (i.e. people often tell stories of what they did in the past). I am now about where I was with English in May of my first school year in the US.
To get past that level with English, I just needed a little more of everything. I went to summer school, and I found that was a big help in boosting my language abilities (both because of the classroom activities and the immersion environment). When I reached the third grade, I was in the top-level reading class (our school segregated math and reading into three levels).
To continue learning French, I will have to take the 200 level courses, since moving to Canada or France is not an option.
Posted on July 2, 2011 - 09:49 AM
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