language apps for writing

Language apps are great for writing systems and basic phrases

The phrase “learning a language” is deceptively reductive. A language isn’t a singular monolith, but rather a complex interconnected system of components that build a way to communicate. The lexicon consists of the individual words, which speakers have to memorize. The syntax and grammar tell speakers how to properly structure those words in a sentence. Then there’s the writing system, which is the visual representation of words or sounds that allow words to be constructed (for example, in English, the writing system is the alphabet).

For languages that have a different writing system, like Japanese, Russian, or Korean, language apps can be an excellent way to learn. Duolingo and Memrise both use a combination of flash card and simple matching exercises to train you to recognize symbols in a new writing system, while Babbel goes an extra step further with in-lesson explanations for how new symbols or sounds work.

After a few weeks or months of consistently going through lessons, it’s feasible to learn every sound and symbol in a new writing system. You won’t be able to understand every word you can read, but you’ll be a lot closer than if you started from scratch. However, that’s only part of learning a language. Understanding the alphabet used in English doesn’t inherently mean you can understand French or Spanish, for example.

These apps are also better at teaching basic conversational phrases that are useful when you’re traveling. When you visit a city in a foreign country, it’s helpful to learn a few phrases like “Where is the bathroom?” or “How much does it cost?” Using a phrase book to memorize these phrases in another language is a quick and dirty way to get the job done, but that’s not really “learning” the phrases, it’s just memorizing them.

For example, consider the Italian phrase “Dov’è il bagno?” This phrase means “Where is the bathroom?” However, without speaking Italian, can you tell which part of that sentence is “bathroom?” Could you adapt the sentence to say “Where is the door?” or “Where is the hotel?” Language apps don’t just teach you whole sentences. Instead, they break down component parts of a sentence and teach you a few different variations so you understand what you’re saying and can adjust what you’re saying based on your situation. It’s a useful skill to have, especially when traveling.

Most importantly, though, these apps are powerful reminders that learning a new language isn’t a part-time job. Duolingo has infamously persistent notifications that pester you to come back and give that adorable green bird attention every single day. The downside is that it can be tempting to gamify the experience, rather than actually learn. On particularly busy days, I’ve found myself redoing the earliest lessons just to keep my all-important streak going. Which leads to another important lesson: skirting the rules on a self-improvement project hurts no one but yourself.

What language apps can’t teach you

For as useful as learning a new writing system or understanding basic phrases can be, it’s only a small part of fluency in a language. What counts as “fluent” is a tough concept to describe, but the Common European Framework of Reference for Languages (or CEFR) is a widely-accepted standard for approximating fluency.

The six CEFR levels are necessarily broad and can overlap a bit, but here’s a (very) brief overview of what each means:

At level A1, learners should know basic phrases, be able to introduce themselves and ask simple personal questions, and understand basic interactions if their conversation partner speaks slowly. Level A2 includes understanding common expressions, communicating about routine tasks, and describing simple aspects of the speaker’s background. Together, these two levels make up the Basic stage.

Level B1 starts to introduce more complex ideas like explaining their opinions, dreams, and ambitions, or handling complex tasks while traveling. Level B2 expects speakers to be able to speak with native speakers of a language without straining, and have complex technical discussions related to their field of expertise. These two levels make up the Independent stage.

Finally, a level C1 speaker should be able to communicate flexibly in social, professional, and academic settings, understand a wide variety of topics, and recognize implicit meaning. C2, the highest level, expects the learner to “understand with ease virtually everything heard or read,” and summarize information from different sources. Levels C1 and C2 make up the Proficient stage.

If it’s not already obvious, language apps simply can’t get someone to level C2 — or anywhere close — on their own. There simply aren’t lessons to teach you, for example, how to have a complex conversation about banking regulations or astrophysics or whatever your field of expertise. It also means that if you stick solely to the lesson plans in each app, you won’t communicate with another person. By definition, these two limitations would rule out reaching even level B2.

Some apps also have a hard time teaching complex grammar. In Japanese, for one small example, “particles” are core parts of a sentence that indicate how words relate to each other in a sentence. They’re usually written with the same symbols used to spell words — sort of like how “a” is both a letter, but also a word on its own — which can get confusing since Japanese doesn’t use spaces between words and symbols.

Duolingo often just drops a new particle on you without much explanation of what it does or even that it’s a particle at all. Memrise handles this a bit better, with lessons dedicated to how certain particles and grammar work, but it helps to have external lessons, an instructor, or best of all a native speaker to help explain some of the finer points of nuance in a language’s grammar.

Language apps also struggle with some of the unspoken aspects of communicating in a language. To focus on Japanese again, there are distinct levels of formality and politeness which dictate what form a word should take based on your relationship with the person you’re speaking to. So, for example, you may use one form of a sentence when speaking to a friend, but a more formal version when speaking to a boss.

Furthermore, body language and posture can have a dramatic impact on how your speech is perceived, and language apps tend not to cover this at all. While understanding body language is not strictly a requirement of any CEFR level, it’s hard to navigate a conversation fluently without a general understanding of what certain gestures mean, or what actions are impolite.

Most importantly, though, language apps are not other humans. It sounds like an obvious observation, but the entire point of learning a language is to communicate with other people. You can learn as many words or sentences as you want, but until you’re able to have a conversation with another person, you’ll never be fluent. Or, according to the CEFR model, you won’t even be halfway there.

For that reason alone, learning a language with an app should be a starting point, not the end. If you make it through an entire Duolingo skill tree or a Memrise lesson plan, it might be time to upgrade to an in-person class, or you might want to find a native speaker to practice with.

Language apps in writing

Language apps are great for writing systems and basic phrases

The phrase “learning a language” is deceptively reductive. A language isn’t a singular monolith, but rather a complex interconnected system of components that build a way to communicate. The lexicon consists of the individual words, which speakers have to memorize. The syntax and grammar tell speakers how to properly structure those words in a sentence. Then there’s the writing system, which is the visual representation of words or sounds that allow words to be constructed (for example, in English, the writing system is the alphabet).

For languages that have a different writing system, like Japanese, Russian, or Korean, language apps can be an excellent way to learn. Duolingo and Memrise both use a combination of flash card and simple matching exercises to train you to recognize symbols in a new writing system, while Babbel goes an extra step further with in-lesson explanations for how new symbols or sounds work.

After a few weeks or months of consistently going through lessons, it’s feasible to learn every sound and symbol in a new writing system. You won’t be able to understand every word you can read, but you’ll be a lot closer than if you started from scratch. However, that’s only part of learning a language. Understanding the alphabet used in English doesn’t inherently mean you can understand French or Spanish, for example.

These apps are also better at teaching basic conversational phrases that are useful when you’re traveling. When you visit a city in a foreign country, it’s helpful to learn a few phrases like “Where is the bathroom?” or “How much does it cost?” Using a phrase book to memorize these phrases in another language is a quick and dirty way to get the job done, but that’s not really “learning” the phrases, it’s just memorizing them.

For example, consider the Italian phrase “Dov’è il bagno?” This phrase means “Where is the bathroom?” However, without speaking Italian, can you tell which part of that sentence is “bathroom?” Could you adapt the sentence to say “Where is the door?” or “Where is the hotel?” Language apps don’t just teach you whole sentences. Instead, they break down component parts of a sentence and teach you a few different variations so you understand what you’re saying and can adjust what you’re saying based on your situation. It’s a useful skill to have, especially when traveling.

Most importantly, though, these apps are powerful reminders that learning a new language isn’t a part-time job. Duolingo has infamously persistent notifications that pester you to come back and give that adorable green bird attention every single day. The downside is that it can be tempting to gamify the experience, rather than actually learn. On particularly busy days, I’ve found myself redoing the earliest lessons just to keep my all-important streak going. Which leads to another important lesson: skirting the rules on a self-improvement project hurts no one but yourself.

learning language on duolingo and other apps

If mobile language-learning apps are to be believed, it’s never been easier to pick up another language. Just spend 20 minutes a day with a few virtual flashcards and you’ll be fluent in no time! The reality is a lot more nuanced — and arguably more disappointing — than that.

Apps like Duolingo, Memrise, and Babbel all promise to teach you how to read, write, or speak a new language, all from your phone. While they’re similar in concept, they differ a lot in the specifics:

• Duolingo offers a skill tree of lessons that use listening exercises, flashcards, and multiple choice questions to drill you on new words, phrases, and sentences. Most questions have a comment thread where users can discuss a particular question in detail. The service also has community features that let you connect with other people who are learning the same language you are.
• Memrise offers similar lessons to Duolingo, introducing new words and phrases with flashcards, listening exercises, and more. However, the app has a few unique features: on new words, you can write a note (called a “mem”) with anything that helps you remember the new word or phrase. These will appear later when you come across the word again. It also offers a feature called Learn With Locals, which pairs words with videos of native speakers saying the phrase out loud and demonstrating the phrase. For example, a speaker might shiver when describing cold weather. This helps connect words with their meaning. Memrise also offers more explanatory cards than Duolingo offers when introducing new or complex topics.
• Babbel is different from the other two. While it uses similar multiple choice or listening exercises as the others, it uses conversational examples to demonstrate how to use new words or phrases when speaking with another person. It also offers a speech recognition feature that lets you speak words back during an exercise instead of writing them out or answering a multiple choice question. This helps you learn how to pronounce words properly, or at least properly enough for your phone to recognize what you’re saying.
• Despite their differences, they have the same goal: use daily exercises on your phone to teach you an entire language. It’s an enticing promise, especially if you’re not already immersed in a culture or education system that will give you the exposure you need to pick up a second language. The question is, are they effective?

After I accumulated a Duolingo streak in excess of 500 days — a feat that, thanks to the app’s notoriously insistent reminders, has now come to define my self-worth — I found myself in a better place to judge just how much an app alone can really teach you. The short answer is that you can definitely learn some things from an app, but if you want to become fluent in a language — or even conversational — they won’t be enough.

Webinar about "Selecting goals for students with autism" by Nnina Finkler

The Webinar I attended on the 23^rd of October was done by Nina Finkler the president of Nina Finkler Autism Services, and it talks about “Selecting Goals for Students with Autism”.

When students with autism are put in an environment that focuses on language comprehension, they suffer to learn but during one on one sessions they feel more comfortable and learner faster with no suffering. Moreover, teachers must do appropriate assessment and have appropriate methodology. Teachers are not there to “cure” students, they must invest and plan for the future, and they must be critical to ensure prerequisite skills are within the student’s repertoire. In addition, teachers must always keep in mind:

*Productivity: like time on task, teachers must focus on the time span of the student between the direction given and when the time he/she stops doing their task.

*Choice making Skills: which is related to behavior of students

*Independence level: navigating their behavior in a room not only refers to getting dressed, it also includes navigating their environment and even asking for help.

*Communication skills: i.e. communication style, what is their mode of expression which may differ from one student to another.

*Prerequisite skills: students may recognize a word without knowing the letters, they don’t need to name a letter to know it (knowing it but not expressing it), just like when we, as ordinary people, travel and know a foreign word without knowing the actual language).

Also, if a student is strong in reading, he might not know the meaning of what he’s reading, in other words if a student is good in 1 skill, it doesn’t mean he’s good at all skills.

Furthermore, the skills taught to students with autism must me functional and usable ones. Usable as in being helpful all their lives not just in class. Like community helpers to enable them to know other people in communities.

  Why are we teaching certain skills? To acquire functional academic, domestic, and social skills. The example she gave is when a teacher asked students in a science course to watch and describe melting ice which is not useful at all. Same goes for math, typical math must be related to money, and reading a calendar.

She also talked about assessment tools that are structured, and they’re done on a regular basis, looks at personal skills, and all types of communication through interviews. These assessment tools are available and named: VB-Mapp, ABLSS, AFLS, Vineland Adaptive Behavior Scale.

Nina Finkler also mentioned certain domains such as:

*Learning Readiness: which teaches them about waiting, like when they wait in line or wait on the phone, or wait for an explanation, so they won’t suffer while waiting. It also includes imitation, following simple direction, and eye contact to show acknowledgement that they heard us. Learning readiness is considered appropriate sitting because at young age a student with autism can sit in their teachers’ lap, yet this is not appropriate when they grow older.

*Pre-Academic/Academic functions

*Communication/language which are expressive and receptive communication.

*Play/Leisure: appropriate type of playing like pretend play.

*Self-care: using a tissue, wash hands, toilet training and such tasks that won’t get in the way of them getting a job in the future. (a student with autism can learn how to use a toilet even if he/she is non-verbal)

*Vocation: 85% is the rate of unemployment in people with autism, and life for these people with be rough for them specially at the age of 21 after they’ve finished school, therefore good assessments will help them and train them.

*Good behavior

*Social skill: which are not measurable and must be good and useful like greeting their peers and responding to others, and even asking for help.

In the end, Finkler mentioned that goals must be measurable, achievable and must include generalization.

EDUC560

This course is interesting, i'm learning new things that i haven't done before and even haven't heard of before. The classroom flow is fine, but i'd appreciate if the professor starts using a microphone so we could hear her better, especially for those who are sitting in the back of the class. Moreover, the internet got a lot better which is great, it's even better than the one i have at home. Hopefully I'll pass the course smoothly.