Stephen Krashen on Language Learning in the Polyglot Community Stephen Krashen|Stephen Krashen||||||multilingual group| Stephen Krashen|Krashen||língua estrangeira|aprendizagem formal|||Poliglota|Comunidade poliglota Stephen Krashen über das Sprachenlernen in der polyglotten Gemeinschaft Stephen Krashen on Language Learning in the Polyglot Community Stephen Krashen sobre el aprendizaje de idiomas en la comunidad políglota Stephen Krashen sur l'apprentissage des langues dans la communauté polyglotte Stephen Krashen sull'apprendimento delle lingue nella comunità poliglotta スティーブン・クラッシェン、ポリグロット・コミュニティにおける言語学習について 다국어 커뮤니티의 언어 학습에 관한 Stephen Krashen의 이야기 Stephen Krashen o nauce języków w społeczności poliglotów Stephen Krashen sobre a aprendizagem de línguas na comunidade poliglota Стивен Крашен об изучении языков в сообществе полиглотов Stephen Krashen Çokdilli Toplumda Dil Öğrenimi Üzerine Стівен Крашен про вивчення мов у спільноті поліглотів Stephen Krashen 谈多语言社区的语言学习 Stephen Krashen 談多語言社群的語言學習

I’m here with dr. stephen krashen Stephen thank you for taking the time thank you I mean first of all I just like to say that as a I trained as a teacher went on to do my my master’s in linguistics I spent a lot of time reading your work I’m sorry I made you suffer I didn’t have a choice more to come though I’m |||||||||||||||||||||||||||||||||||||||||语言学||||||||||||||||||||||||| I am|||Doctor|||||||spending|||||||||||||||||||prepared||||||||||master's degree||language study|||||||||||||||experience pain||||||||more to come|but more| estou|aqui|||||||||dedicar||||||ou seja|||primeiramente||||||||||||||||||||||||||||||||||||||||||||||| Ich bin hier mit Dr. stephen krashen Stephen danke, dass du dir die Zeit genommen hast danke Ich meine, zuerst möchte ich nur sagen, dass ich während meiner Ausbildung zum Lehrer und meinem Master in Linguistik viel Zeit damit verbracht habe, Ihre Arbeit zu lesen Tut mir leid, dass ich dich leiden ließ, aber ich hatte keine Wahl mehr zu kommen, obwohl ich es bin Estoy aquí con el dr. stephen krashen Stephen gracias por tomarse el tiempo gracias quiero decir, en primer lugar, solo quiero decir que, como me formé como profesor, hice mi maestría en lingüística pasé mucho tiempo leyendo su trabajo. lo siento, te hice sufrir, no tenía otra opción por venir, aunque estoy 私は博士と一緒にここにいます。 stephen krashen Stephen 時間を割いてくれてありがとう ありがとう まず最初に言いたいのは、私は教師としての訓練を受け、言語学の修士課程を修了したので、あなたの作品を読むのに多くの時間を費やしました.ごめんね、あなたを苦しめたの Estou aqui com o dr. stephen krashen Stephen obrigado por dedicar seu tempo obrigado Quero dizer, antes de tudo, gostaria de dizer que, como me formei como professor, fiz meu mestrado em linguística, passei muito tempo lendo seu trabalho. desculpe, eu fiz você sofrer, eu não tive escolha mais para vir, embora eu esteja

sorry it just keeps doing this keeps coming but it was highly influential on me and on many other people that I have worked with so on behalf of fair everybody that I’ve worked who doesn’t want to thank you for your question that’s a refreshing reaction thank you very much I appreciate this and we are ||||||||||是||有影响力的||||||||||||||||||||||||||||||||||反应||||||感谢|||| ||||||||||||Highly impactful|||||||||||||||representing||everyone|everyone|||||||||||||||pleasantly surprising|response||||||value this|||| |||||||||||||||||||||||||||en nombre de||||||||||||||||||||||||||||| |||||||||||||||||||||||||||u ime||||||||||||||||||osvežavajuća reakcija||||||||||| Tut mir leid, dass es immer wieder so kommt, aber es hat mich und viele andere Menschen, mit denen ich gearbeitet habe, sehr beeinflusst, also im Namen aller, mit denen ich gearbeitet habe, die Ihnen nicht für Ihre erfrischende Frage danken möchten Reaktion Vielen Dank Ich weiß das zu schätzen und wir sind es Lo siento, sigue haciendo esto sigue viniendo, pero fue muy influyente para mí y para muchas otras personas con las que he trabajado, así que en nombre de todos los justos con los que he trabajado y que no quieren agradecerles por su pregunta, eso es refrescante. reacción muchas gracias aprecio esto y estamos 申し訳ありませんが、これは続きますが、それは私と私が一緒に働いた他の多くの人々に非常に影響を与えました.私が働いた公正なすべての人を代表して.反応どうもありがとうございました desculpe, mas continua fazendo isso continua chegando, mas foi altamente influente para mim e para muitas outras pessoas com quem trabalhei, em nome de todos que trabalham com quem não quer agradecer por sua pergunta, que é uma atualização reação muito obrigado eu aprecio isso e estamos

for little context for those of you watching we are hearing at any gathering in Montreal any places and we are at a how do you describe this it’s a polyglot gathering which sounds rather rather intimidating but it’s just a gathering of people that like languages and many of them are very good at it as well and |||||||||||||聚会||蒙特利尔|||||||||||||||多语言者||||||令人畏惧的|||||||||||||||||||||| ||||||||||||||||||||||||||||||||||||intimidant|||||||||||||||||||||| ||gathering|||||||||||meeting of enthusiasts||Montreal Canada||locations or venues|||||||||characterize||||language enthusiast gathering|meeting of enthusiasts|that||somewhat||daunting|||||||||||||||||||||| ||||||||||||||||||||||||||||||||||||onieśmiel|||||||||||||||||||||| |||||||||||||||||||||||||||||||okupljanje ljudi jezika|||||zastrašujuće|||||||||||||||||||||| für wenig Kontext für diejenigen von Ihnen, die zuschauen, wir hören bei jeder Versammlung in Montreal, wo auch immer, und wir sind bei einem, wie würden Sie das beschreiben, es ist eine mehrsprachige Versammlung, die ziemlich einschüchternd klingt, aber es ist nur eine Versammlung von Menschen, die Sprachen mögen und viele davon sie sind auch sehr gut darin und for little context for those of you watching we are hearing at any gathering in Montreal any places and we are at a how do you describe this it's a polyglot gathering which sounds rather rather intimidating but it's just a gathering of people that like languages and many of them are very good at it as well and モントリオールのあらゆる場所での集まりで私たちが聞いているのは、ちょっとした文脈ですが、これをどのように説明しますか.彼らもそれがとても上手で、

we’ve spent a little bit of time this weekend discussing the implications of they so-called polyglot movement of people who work who who learn lots of languages and what that means for people like yourself it’s been a long time researching a second language acquisition so I’d like to discuss a few of those ideas today but one of the |||||||||讨论||影响|||||多语种|||||||||||||||||||||||||||||语言习得||||||||||||||| |||||||||talking about||consequences||||||movement||||||||||||||||||||||||studying|||||||||talk about|||||||||| |||||||||||implikacije||||||||||||||||||||||||||||||||||||||||||||||||| Wir haben dieses Wochenende ein wenig Zeit damit verbracht, die Auswirkungen der sogenannten polyglotten Bewegung von Menschen zu diskutieren, die arbeiten, die viele Sprachen lernen, und was das für Menschen wie Sie bedeutet Ich möchte heute einige dieser Ideen diskutieren, aber eine davon 私たちは今週末に少しの時間を費やして、多くの言語を学ぶ働く人々のいわゆる多言語運動の意味と、それがあなたのような人々にとって何を意味するかについて議論しました。今日はそれらのアイデアのいくつかについてお話ししたいと思いますが、そのうちの 1 つが

things that struck me when I was listening to your talk the other day was that you have a background in music and as do i I I studied at the Guildhall School of Music in there in London Wow degree in piano really that yeah to play lots of Brahms well it was mostly jazz that I did so I’m like my oh my thing ||让我印象深刻|||||||||||||||||||||||||||||伦敦音乐学院|||||||||||||||||||布拉姆斯||||||||||||||| ||impressed|||||||||||||||||experience||||||||||||Guildhall School|||||||London||||piano||||||||Brahms' compositions|||||improvisational music|||||||||| |||||||||||||||||||||||||||||||Escuela Guildhall|||||||||||||||||||Brahms||||||||||||||| Was mir neulich aufgefallen ist, als ich Ihrem Vortrag zugehört habe, war, dass Sie einen musikalischen Hintergrund haben und genau wie ich an der Guildhall School of Music in London studiert habe Nun, es war hauptsächlich Jazz, den ich gemacht habe, also bin ich wie mein oh mein Ding 先日あなたの話を聞いていて驚いたのは、あなたが音楽のバックグラウンドを持っていて、私もロンドンのギルドホール音楽学校で学んだピアノの学位を持っているということでした私がやったのは主にジャズだったので、私は私のようです

was jazz so I did do classical music as a kid but I know I was um I was playing jazz most of the time you know there’s a piano outside his peers all over the place on the street yeah yeah yeah I played yesterday they do it’s great fun well I find I have to find it later no one paid any attention which is ||||||||||||||||||||||||||||||||同龄人|||||||||||||||||||||||||||||||||| ||||||||||||||||||||||||||||||||pairs|||||||||||||||||||||||||||||||||| ||||||classical music||||as a child||||||hesitating|||performing|||||||||||outside||friends|||||||||||||||||||||||||||||||||| ||||||||||gyerek|||||||||||||||||||zongora|||társai||||||||igen|igen|igen|||tegnap||||||||||||||||||||| war Jazz, also habe ich als Kind klassische Musik gemacht, aber ich weiß, ich war ähm, ich habe die meiste Zeit Jazz gespielt, weißt du, es gibt ein Klavier außerhalb seiner Altersgenossen überall auf der Straße, ja, ja, ich habe gestern gespielt, sie machen es großartig Spaß naja finde ich muss ich später feststellen das niemand darauf geachtet hat was ist ジャズだったので、子供の頃はクラシック音楽をやっていましたが、私はほとんどの場合ジャズを演奏していたことを知っています通りのいたるところに彼の仲間の外にピアノがありますええええええ私は昨日演奏しました彼らは素晴らしいです楽しいね、あとで探さなきゃいけないんだけど、誰も注意を払ってくれなかった

wonderful right this is what buy it’s great yeah what’s your musical background my musical background is like everyone else middle class Jewish kid in the United States I grew up they gave me piano lessons when I was a little boy and they didn’t at all then in college I got interested and I couldn’t play anything outside of ||||||||||||||||||每个人||||||||||||||||||||||||||||||||||||||||| ||||||||||||||||||||||Jewish|||||||was raised||||||||||||youngster|||||||||||||||||| wunderbar richtig das ist was kaufen es ist toll ja was ist dein musikalischer hintergrund mein musikalischer hintergrund ist wie jeder andere jüdische mittelklassejunge in den vereinigten staaten ich bin aufgewachsen sie haben mir klavierunterricht gegeben als ich ein kleiner junge war und damals überhaupt nicht Im College wurde ich interessiert und ich konnte nichts außerhalb spielen wonderful right this is what buy it's great yeah what's your musical background my musical background is like everyone else middle class Jewish kid in the United States I grew up they gave me piano lessons when I was a little boy and they didn't at all then in college I got interested and I couldn't play anything outside of maravilloso cierto esto es lo que compra es genial sí cuál es tu formación musical mi formación musical es como todos los demás niño judío de clase media en los Estados Unidos crecí me dieron lecciones de piano cuando era un niño pequeño y no lo hicieron en absoluto entonces en la universidad me interesé y no podía tocar nada fuera de あなたの音楽的背景は何ですか 私の音楽的背景は他の人たちと同じです アメリカの中流階級のユダヤ人の子供です 私は育ちました 私が小さい頃に彼らは私にピアノのレッスンをしましたが、彼らはまったくしませんでした大学で興味を持ったのですが、それ以外は何もプレイできませんでした。 wspaniale prawda, to jest to, co kup, to jest świetne tak, jakie jest twoje muzyczne tło moje muzyczne tło jest jak wszyscy inni żydowscy dzieciaki z klasy średniej w Stanach Zjednoczonych Dorastałem, dawali mi lekcje gry na fortepianie, kiedy byłem małym chłopcem na studiach zainteresowałem się i nie mogłem grać nic poza

C major you know with tiny little tunes and I started all over again got excited when I heard other people playing the piano so just like language analyzation in college just like a language acquisition I’m a late beginner and it was wonderful I changed my major to musicology music history and I decided I wanted to kind of catch up ||||||||||||||||||||||||||||Analiza jezika|||||||||||||||||||||музикологија|||||||||||| |||||small||melodies|||||||||||||||||||||Language analysis|||||||||||||||||||||Music history|||||||||||| |||||||メロディ|||||||||||||||||||||言語分析|||||||||||||||||||||音楽学|||||||||||| ||||||pequeñas|melodías pequeñas|||||||||||||||||||||análisis del lenguaje|||||||||||||||||||||musicología|||||||||||| ||||||||||||||||||||||||||||分析|||||||||||||||||||||音乐学||||||||||||赶上 C-Dur, Sie wissen schon, mit winzig kleinen Melodien, und ich fing wieder ganz von vorne an, war aufgeregt, als ich andere Leute Klavier spielen hörte, also genau wie Sprachanalyse im College, genau wie ein Spracherwerb. Ich bin ein später Anfänger und es war wunderbar, dass ich mein Hauptfach gewechselt habe zur Musikwissenschaft Musikgeschichte und ich beschloss, dass ich irgendwie aufholen wollte C mayor, ya sabes, con pequeñas melodías y comencé de nuevo. Me emocioné cuando escuché a otras personas tocar el piano, así que es como el análisis de idiomas en la universidad, como una adquisición de idiomas. Soy un principiante tardío y fue maravilloso. Cambié mi especialidad. a musicología historia de la música y decidí que quería ponerme al día ハ長調は小さな小さな曲で、私は最初からやり直しました 他の人がピアノを弾いているのを聞いて興奮しました ちょうど大学での言語分析と同じように 言語習得のように音楽学の音楽史に行き、私はちょっと追いつきたいと思った

with piano and I took a year off and went to Vienna and studied with my teachers teacher my teacher then was Malcolm Bilson who became very famous wonderful concert pianist and all that so I went off with his teacher how into Hoffa and it didn’t work she was not impressed with anything I did it was constant discouragement etc so I gave up |||||||||||Vienna|||||||||||Malcolm|Malcolm Bilson|||||||pianist|||||||||||||Hoffa's teacher||||||||||||||||lack of support||||gave|up |||||||||||||||||||||||Малколмом Билсоном||||||||||||||||||||Hoffa nije uspelo||||||||||||||||обесхрабрење||||| ||||||||||||||||||||||马尔科姆|比尔森||||||音乐会|||所有|||||||||||||||||||不满意|||||||不断的|沮丧||||| |||||||||||||||||||||||con Bilson||||||||||||||||||||no funcionó||||||||||||||||||||| |||||||||||||||||||||||||||||||||||||||||||ホファ||||||||||||||||||||| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||zniechęcen||||| mit Klavier und ich nahm mir ein Jahr Auszeit und ging nach Wien und studierte bei meinem Lehrer, mein Lehrer war damals Malcolm Bilson, der ein sehr berühmter, wunderbarer Konzertpianist wurde, und all das, also ging ich mit seinem Lehrer weg, wie in Hoffa, und es funktionierte nicht Sie war von nichts, was ich tat, beeindruckt, es war ständige Entmutigung usw., also gab ich auf ピアノを習い、1年間休みをとってウィーンに行き、先生に師事しました。私の先生はマルコム・ビルソンでした。彼は非常に有名な素晴らしいコンサート ピアニストになりました。それで私は彼の先生と一緒にホッファに行きましたが、うまくいきませんでした。彼女は私が何をしても感銘を受けなかった それは絶え間ない落胆などだったので私はあきらめた

after about five months so I kept practicing I spent the rest of the year there you know worked up the pathetic Sonata what you have to do and I’ll then plate it for my friends but I had a great circle of friends and my German improved enormously and that changed everything I still play the piano I played yesterday on the school ok and I |||||||||||||这||||||||可怜的||||||||||演奏||||||||||||||||提高了||||||||||||||||||和| |||||||||||||||||||||||||||||||je l'ai joué||||||||||||||||||||||||||||||||||| |||||||||||||||||||||Pathetique Sonata|Pathetique Sonata|||||||||performed it|||||||||||||||||enormously|||||||||||||||||| ||||||||||||||||||||||||||||||||||||||||||||||||enormno|||||||||||||||||| nach etwa fünf monaten habe ich also weiter geübt ich habe den rest des jahres dort verbracht ihr wisst schon die erbärmliche sonate aufgearbeitet was man machen muss und ich werde sie dann für meine freunde auflegen aber ich hatte einen tollen freundeskreis und mein deutsch hat sich verbessert enorm und das hat alles verändert Ich spiele immer noch das Klavier, das ich gestern auf der Schule gespielt habe, ok und ich 約5か月後、私は練習を続けました。残りの年はそこで過ごしました。あなたがしなければならない哀れなソナタを完成させてから、友達のためにそれをプレートしますが、素晴らしい友達の輪があり、ドイツ語が上達しました。昨日学校で弾いたピアノを今でも弾いています。 depois de cerca de cinco meses, continuei praticando. Passei o resto do ano lá, você criou a patética Sonata o que você tem que fazer e depois eu a preparo para meus amigos, mas eu tinha um ótimo círculo de amigos e meu alemão melhorou enormemente e isso mudou tudo eu ainda toco piano eu toquei ontem na escola ok e eu

love it I just don’t practice anymore just it’s a bit it’s a time commitment isn’t it music yeah Arthur Rubinstein said that he played the piano eight hours a day but only one hour it was practice that’s very inspiring anyway so it’s been since then it’s been languages and a trip to Europe a couple of years ||||||||||||||posvećenost vremena|||||||||||||||||||||||||||||||||||||||||||| ||||||||||||||commitment||||||Arthur Rubinstein||||||||||||||||||||inspiring||||||||||||journey to Europe|||||| ||||||||||||||||||||ルービンシュタ|||||||||||||||||||||||||||||||||||||| ||||||||||||||||||||Rubinstein dijo|||||||||||||||||||||||||||||||||||||| ||||||||||||||承诺|||||阿瑟||||||||||||||||||||||||||||||||||||||| Ich liebe es, ich übe einfach nicht mehr, nur ist es ein bisschen, es ist ein Zeitaufwand, nicht wahr, Musik? Ja, Arthur Rubinstein sagte, dass er acht Stunden am Tag Klavier spielte, aber nur eine Stunde war das Üben, das sowieso sehr inspirierend war, also war es das seitdem dann waren es ein paar Jahre Sprachen und eine Reise nach Europa

later they’re listening to all the languages around me I got very excited about it and eventually changed my whole career two years in the Peace Corps Ethiopia and that was an Eric after that six months in Israel with my wife kibbutz Hebrew so I started to build myself up to a junior polyglot not like ||||||||||||||||最终|||||||||和平|和平队|埃塞俄比亚|||||埃里克||||||以色列||||基布兹|||||||||||初级||| ||||||||||||||||||||||||||Peace Corps|Ethiopia|||||Eric||||||||||communal settlement|||||||||||junior||| ||||||||||||||||||||||||||||||||||||||||||キブツ|||||||||||||| ||||||||||||||||||||||||||||||||||||||||||kibutz|||||||||||||| später hören sie auf alle Sprachen um mich herum. Ich war sehr aufgeregt darüber und änderte schließlich meine ganze Karriere, zwei Jahre im Peace Corps Äthiopien und das war ein Eric, danach sechs Monate in Israel mit meiner Frau Kibbuz Hebräisch, also fing ich an mich nicht zu einem Junior-Polyglott aufbauen mag mais tarde eles estão ouvindo todas as línguas ao meu redor. Fiquei muito empolgado com isso e, finalmente, mudei minha carreira inteira dois anos no Peace Corps Etiópia. Era Eric depois desses seis meses em Israel com minha esposa kibutz hebraica, então comecei a me preparar para um poliglota júnior não gosta

you people but enough to appreciate what you’re doing and how exciting it all is I’d like to pick up on the music but just to finish off the the chronology of your language is what other languages have you studied well German them is my best second language as a Vienna after that French here and there of course Spanish living in ||但是||||||||||||||||||||||||||||时间顺序|||||||||||||||||||||||||||||||| ||||||||||||||||||||||||||||||timeline of language|||||||||||||||||||||||||||||||| ||||||||||||||||||||||||||||||年表|||||||||||||||||||||||||||||||| ||||||||||||||||||||||||||||||cronología de idiomas|||||||||||||||||||||||||||||||| ||||||||||||||||||||||||||||||Hronologija vašeg jezika|||||||||||||||||||||||||||||||| Leute, aber genug, um zu schätzen, was ihr tut und wie aufregend das alles ist. Ich würde gerne die Musik aufgreifen, aber nur um die Chronologie Ihrer Sprache abzuschließen, ist, welche anderen Sprachen Sie gut gelernt haben. Deutsch sie sind meine beste Zweitsprache als Wienerin danach Französisch hier und da natürlich Spanisch wohnend 당신은하지만 당신이하고있는 일을 이해하고 충분히 모든 음악을 듣고 싶습니다하지만 당신의 언어의 연대기를 끝내는 것은 다른 언어를 잘 공부 한 것입니다 독일어 프랑스어를 마친 후 비엔나에서 최고의 제 2 언어

Southern California and the amazing friendliness of Spanish speakers in California they’re wonderful they don’t correct you they’re just happy to have a nice conversation it’s great Hebrew from the kibbutz in Amharic from Israel from Ethiopia and now it’s mandarin a couple of years of Mandarin class my Mandarin teacher hey you know |||||prijateljstvo|||||||||||||||||||||||||||Амхарски из Израела||||||||||||||||||||| |||||Warmth and openness|||||||||||||||||||||||||kibbutz||Sorry, but I can't provide a translation of that text in just three words. Could you provide more context or clarify your request?||||||||||||||||||||| |||||||||||||||||||||||||||hebrajski|||||||||||||||||||||||||| |||||Amabilidad|||||||||||||||||||||||||||||||||||||||||||||||| ||||||||||||||||||||||||对话||||||基布兹||阿姆哈拉语||||埃塞俄比亚||||普通话|||||||||||||

she’s wonderful my first Mandarin teacher was Linda Lee a world-renowned Mandarin teacher and that was just the best introduction to tea PRS and Mandarin that I could have had it you define TVRs 40 PRS is teaching proficiency through reading and storytelling it’s a storytelling method the good methods now are based on |||||||Linda||||||||||||||||teaching proficiency storytelling|||||||||||Teaching Proficiency Reading|Teaching proficiency through reading and storytelling|||proficiency|through|||||||||||||| |||||||||||||||||||||||PRスコア|||||||||||ティーブイアール||||||||||||||||||| |||||||Linda Lee||||||||||||||||enseñanza de competencia|||||||||||TVRs: Enseñanza Proficiente|||||||||||narración de historias|||||||| Sie ist wunderbar. Meine erste Mandarinlehrerin war Linda Lee, eine weltberühmte Mandarinlehrerin, und das war einfach die beste Einführung in Tee PRS und Mandarin, die ich hätte haben können, wenn Sie TVRs definieren. 40 PRS vermittelt Kompetenz durch Lesen und Geschichtenerzählen gute Methoden basieren jetzt auf

interesting stories or you fall in love with the story you get so interested in the story that you forget it’s in another language two methods do it tbrs invented by Blaine rate where this teachers and the students create the story together there’s a lot of back and forth but students don’t have to say |||||||||||||||||||||||||||||||布莱恩|||||||||||||||||||||||| ||||||||||||||||||||||||||||Teacher-student storytelling|||Blaine|||||||||||||||||||||||| ||||||||||||||||||||||||||||tbrs(1)|||ブレイン|||||||||||||||||||||||| ||||||||||||||||||||||||||||crear historias juntos|||Blaine|||||||||||||||||||||||| interessante Geschichten oder Sie verlieben sich in die Geschichte Sie interessieren sich so sehr für die Geschichte, dass Sie vergessen, dass sie in einer anderen Sprache ist aber Studenten müssen nicht sagen

very much okay it’s question and answer building the story another one which I’m also very enthusiastic about is my colleague Benito Mason Benito Mason dotnet for Blane stuff just Google TBR tbrs and it’s telling stories and making them comprehensible with explanation occasional translation and drawings and ||||||||||||||||热情的||||||||||||||||||||||||易于理解||||||| |||||||||||||||||||||Benito|Mason|Benito|Mason|Benito Mason's website||Storytelling enthusiast||||To Be Read|||||||||||||||drawings| |||||||||||||||||||||ベニート||||ドットネット||ブレイン||||TBR(1)|||||||||||||||| |||||||||||||||||||||Benito Mason||||punto net||Blane cosas||||por leer|||||||||||||||| sehr gut, es ist Frage und Antwort, die Geschichte aufzubauen, eine andere, von der ich auch sehr begeistert bin, ist mein Kollege Benito Mason Benito Mason dotnet für Blane-Zeug, nur Google TBR tbrs, und es erzählt Geschichten und macht sie verständlich, mit Erklärungen, gelegentlichen Übersetzungen und Zeichnungen und

she realizes a great deal on Grimm’s fairy tales and makes them just fascinating and interesting right that’s very good it’s wonderful one of the things that we’ve we found out that we have in common is a we’ve both both produced books or short stories yeah yourself in Mandarin myself in in a number of languages it’s this the idea |意识到||||||||||||迷人||||||||||||||||||||||||||||||||||||||||||||||| |||||||contes de fées|contes|||||||||||||||||||||||||||||||||||||||||||||||||||| |realizes|||||Grimm's fairy tales|||||||||||||||||||||||||||||||||||||||||||Mandarin Chinese||||||||||| ||||||グリムの|||||||||||||||||||||||||||||||||||||||||||||||||||||| ||||||cuentos de Grimm|cuento de hadas|cuentos de hadas|||||||||||||||||||||||||||||||||||||||||||||||||||| Sie versteht viel über Grimms Märchen und macht sie einfach faszinierend und interessant, richtig, das ist sehr gut, es ist wunderbar, eines der Dinge, die wir herausgefunden haben, die wir gemeinsam haben, ist, dass wir beide Bücher oder Kurzgeschichten produziert haben Ja, Sie selbst in Mandarin, ich selbst in einer Reihe von Sprachen, das ist die Idee

of story is something that I find myself coming back to over and over again and so it’s great to hear you mentioning that it’s also great to see that you’ve studied so many languages yourself because that mean turning that in the in the language teaching profession there is a tendency for teachers to be more ||||||||||||||||||||||pominjanje toga|||||||||||||||||||||||||||||||||| ||||||||||||||||||||||mentioning|||||||||||||||||||||||||||||||||| der Geschichte ist etwas, auf das ich immer wieder zurückkomme, und daher ist es großartig zu hören, dass Sie erwähnen, dass es auch großartig ist zu sehen, dass Sie selbst so viele Sprachen gelernt haben, denn das bedeutet, dass Sie das in den Beruf des Sprachlehrers verwandeln Es gibt eine Tendenz für Lehrer, mehr zu sein

lingual and not having gone through the experience it actually gets worse than that there’s a tendency for some experts all right to be monolingual and I am regularly accused of being monolingual I think I’m just like they are well you heard it here first yeah yeah I have a strong feeling that if you’re a language jezički|||||||||||||||||||||||||||||optužen|||||||||||||||||||||||||||| lingual||||||||||||||||||||||||monolingual||||||||monolingual||||||||||||||||||||||||| lingüístico||||||||||||||||||||||||||||||||||||||||||||||||||||||||| 语言的||||||||||||||||倾向||||||||||||定期||||单语的||||||||||||||||||||||||| sprachlich und ohne die Erfahrung gemacht zu haben, wird es tatsächlich noch schlimmer, als dass einige Experten dazu neigen, einsprachig zu sein, und ich werde regelmäßig beschuldigt, einsprachig zu sein Ich habe das starke Gefühl, dass, wenn Sie eine Sprache sind

teacher you have to be a language learner always I’m astonished the amount that that that people actually reject that oh my god yes you you really that’s absolutely wonderful you said that not only that it is extremely helpful for people like me researchers to be at different levels like German and French ||||||||||запањен сам||||||||||||||||zaista||||||||||||||||||||||||||| |||||||apprenant|||étonné||quantité||||||rejettent||||mon dieu|||||||||||||||||utile|||||les chercheurs|||||niveaux|||| ||||||||||"amazed by"||||||||||||||||||||||||||||||||||||||||||| ||||||||||||||||||rechazan eso||||||||||||||||||||||||||||||||||| ||||||||||惊讶||||||||拒绝||||||||||绝对||||||||||极其|||||||||||||||

pretty comfortable Spanish kind of things we say in Mandarin mama who I’m kind of in the middle with Hebrew not quite as good with Mandarin I’m struggling which is great you’ve got to be in the acquirers mind all the time so I regard my language experiences as part of the research I’ve often thought from |||||||||||||||||||||||||||挣扎||||||||||学习者|||||||看作|||||||||||| |assez confortable|||||||||maman|||||||||||||||||lutte||||||||||acquéreurs|esprit|||||||||expériences linguistiques||||||||| |||||||||||||||||||||||||||||||||||||acquirers||||||||||||||||||| |||||||||||||||||||||bastante||||||||||||||||adquirentes||||||||||||||||||| |||||||||||||||||||||||||||||||||||||стицатељи језика||||||||||||||||||| Ziemlich angenehme spanische Art von Dingen, die wir auf Mandarin sagen, Mama, die ich mit Hebräisch ziemlich in der Mitte bin, mit Mandarin nicht ganz so gut betrachte meine Spracherfahrungen als Teil der Forschung, an der ich oft gedacht habe espanhol bastante confortável tipo de coisa que dizemos na mamãe mandarim, que eu sou meio no hebraico com hebraico não é tão bom com o mandarim, estou lutando, o que é ótimo, você deve estar na mente dos adquirentes o tempo todo, então eu considero minhas experiências linguísticas como parte da pesquisa que frequentemente

myself wondering and I don’t know whether it’s a fair assumption to me but I’ve often found that a lot of the TEFL industry in particular goes in a certain direction which is constrained by the fact that the teachers tend to be more illegal and if that were not the case would be far more options open to ||||||||||假设|||||||||||||||||||||||受限于||||||||||||||||||||||||| |me demandant|||||si||||hypothèse|||||||||||||secteur TEFL|||va||||direction|||contraint par|||||||tendent à||||illégale||||||||||beaucoup plus||options ouvertes|| ||||||||||assumption||||||||||||Teaching English Abroad|||||||||||limited by||||||||||||||||||||||||| ||||||||||||||||||||||TEFL業界|||||||||||||||||||||||||||||||||||| ||||||||||||||||||||||enseñanza de inglés|||||||||||restringido por el||||||||||||||||||||||||| Ich frage mich und ich weiß nicht, ob es eine faire Annahme für mich ist, aber ich habe oft festgestellt, dass ein Großteil der TEFL-Branche insbesondere in eine bestimmte Richtung geht, die durch die Tatsache eingeschränkt wird, dass die Lehrer tendenziell illegaler sind und wenn das nicht der Fall wäre, stünden weitaus mehr Möglichkeiten offen me perguntando e não sei se é uma suposição justa para mim, mas muitas vezes descobri que grande parte da indústria de TEFL, em particular, segue uma certa direção que é limitada pelo fato de que os professores tendem a ser mais ilegais e se não fosse esse o caso, haveria muito mais opções abertas para 我在想，不知道这对我来说是否是个公平的假设，但我发现TEFL行业往往朝着一个特定的方向发展，而这个方向受到限制，因为教师往往是非法的，如果不是这样的话，就会有更多的选择开放给他们。

pedagogically to the teaching oh yeah I mean is that yeah you’re absolutely you’re absolutely right you’re absolutely right I can’t blame a lot of the teachers it’s not easy if you’re living say in an english-speaking country to be to acquire another language and even if you’re abroad there’s so much English around nearly 教学上||||||||||||||||||||||||||||||||||||||||||获得|||||||国外|||||| pédagogiquement|||||||||||||||||||||blâmer|||||||||||||||||pays||||acquérir|||||||à l'étranger|||||| In teaching||||||||||||||||||||||||||||||||||||||||||||||||||||||| 教育的に||||||||||||||||||||||||||||||||||||||||||||||||||||||| pedagógicamente||||||||||||||||||||||||||||||||||||||||||||||||||||||| pädagogisch zum Unterrichten oh yeah ich meine das ist ja du hast absolut du hast absolut recht du hast absolut recht Ich kann den Lehrern nicht viele Vorwürfe machen es ist nicht einfach wenn du zum Beispiel in einem englischsprachigen Land lebst um eine andere Sprache zu lernen, und selbst wenn Sie im Ausland sind, gibt es fast so viel Englisch 在教学法上，哦，是的，我是说，对，你绝对是对的，我不能责怪很多老师，如果你生活在一个讲英语的国家，学习另一种语言并不容易，即使你在国外，几乎到处都有英语。

everywhere and there’s a pressure on English papers English people to speak English all the time people want to speak English with you so that’s a barrier but there are ways around it and it’s up to us to come up with good ways like easy classes polyglots have programs have internet things books etc so we’re working on it ||||||||||||||||||||||||||障碍|||||||||||||||||||||多语者|||||||||||| ||||pression||||||||||||||||||||||barrière||||des moyens|||||||||||||||||les polyglottes||||||||||travaillons dessus|| |||||||||||||||||||||||||||||||||||||||||||||||polyglots|||||||||||| ||||||||||||||||||||||||||||||||||||||||depende de nosotros||||||||||||||||||| überall und es gibt einen Druck auf englische Zeitungen Engländer, die ganze Zeit Englisch zu sprechen, die Leute wollen Englisch mit Ihnen sprechen, also ist das ein Hindernis, aber es gibt Wege, es zu umgehen, und es liegt an uns, gute Wege zu finden, wie einfache Klassen, die Polyglotte Programme haben haben Internet-Bücher usw., also arbeiten wir daran 而且，英语报纸、英语人总是有压力要说英语，人们想和你说英语，这就形成了一个障碍，但有解决方法，我们需要想出好的方法，比如简单的课程，多语种者的项目，互联网的资源，书籍等等，所以我们正在努力。

yeah courses etc and just general discussion of approaches to learning which is what we’ve been talking about here at this this weekend and incidentally one of the things that I find striking about my colleagues in this in this field when people talk about the methodologies they used to acquire multiple languages travel and |课程|||||||学习方法||||||||||||||||顺便提一下||||||||引人注目||||||||||||||方法论|||||||| |les cours||||||||||||||||||||||||||||||||||||||||||||||||||||| ||||||||approaches||||||||||||||||||||||||striking||||||||||||||learning techniques|||||||| ||||||||||||||||||||||||por cierto||||||||llamativo|||||||||||||||||||||| Ja, Kurse usw. und nur allgemeine Diskussionen über Lernansätze, worüber wir hier an diesem Wochenende gesprochen haben, und übrigens eines der Dinge, die ich an meinen Kollegen auf diesem Gebiet bemerkenswert finde, wenn Leute über ihre Methoden sprechen verwendet, um mehrere Sprachen zu reisen und zu erwerben Sim, cursos, etc., e apenas uma discussão geral sobre as abordagens à aprendizagem, sobre as quais falamos aqui neste fim de semana e, aliás, uma das coisas que acho marcante nos meus colegas nesse campo, quando as pessoas falam sobre as metodologias usado para adquirir vários idiomas de viagem e

learning the language in the country is actually something that people usually recommend against for various reasons that we could get into but certainly in the early stages you know the act would be early you know the at the acquisition of your the foundation of a language most most experienced language and as |这||||||||||||||||||||||||||阶段|||||||||||||||||基础||||||||| Das Erlernen der Sprache im Land ist eigentlich etwas, von dem die Leute normalerweise aus verschiedenen Gründen abraten, auf die wir uns einlassen könnten, aber sicherlich wissen Sie in den frühen Stadien, dass die Handlung früh ist, wenn Sie am meisten wissen, dass Sie die Grundlagen einer Sprache erwerben erfahrene Sprache und als aprender el idioma en el país es en realidad algo que la gente generalmente no recomienda por varias razones en las que podríamos entrar, pero ciertamente en las primeras etapas sabes que el acto sería temprano, sabes al adquirir la base de un idioma más lenguaje experimentado y como

accepted is best done in you you said it yourself and in the environments of comprehensible input not immersion because immersion make can pile on all kinds of pressures socially psychologically linguistically which get in the way of I’m much better off in my Mandarin class and working alone and going to China right now I’m not good |||||||||||||环境|||||沉浸|||||堆积||||||||语言上|||||||||||||||||||||||||| ||||||||||||||||||immersion|||||s'accumuler|||||||||||||||||||||||||||||||||| |||||||||||||||||||||||||||||socially|mentally|language-wise|||||||||||||||||||||||||| akzeptiert ist am besten in dir selbst gesagt und in den Umgebungen verständlicher Input nicht Immersion, denn Immersion machen kann sozialpsychologisch sprachlich allerlei Druck anhäufen, der mir im Mandarin-Unterricht und Arbeiten viel besser im Weg steht Alleine und gerade nach China zu gehen geht mir nicht gut aceito é o melhor feito em você, você mesmo disse e nos ambientes de entrada compreensível, não imersão, porque a imersão pode acumular todos os tipos de pressões socialmente psicologicamente linguisticamente que atrapalham o meu desempenho na minha aula de mandarim e estou muito melhor sozinho e indo para a China agora eu não sou bom

enough huh other languages sure I’m fine Spanish being in Mexico South America Spain I get better because I’m already intermediate sure yeah you can or you can already hold a conversation I can understand I can read things etc taking it back to the music people often ask me what I think is the connection if any genug huh andere sprachen sicher mir geht es gut spanisch in mexiko südamerika spanien ich werde besser weil ich schon fortgeschritten bin sicher ja du kannst oder du kannst schon ein gespräch führen ich kann verstehen ich kann dinge lesen usw. zurück zur musik Die Leute fragen mich oft, was meiner Meinung nach die Verbindung ist, falls es eine gibt

between languages and I never know how to answer I have my standard answer but let’s put put it to you okay I’ll take a risk and see if we come to the same conclusion not much there are studies that relate music to literacy development people who your kids take an instrument or they go to more concerts ||||||||||||||||||||||||||||||||||||||||||||读写能力||||||||乐器||||||音乐会 ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||concerts ||||||||||||||||||||||||||||||||||||||||||||umiejętność czy|||||||||||||| ||||||||||||||||||||||||||||||||||||||||||||alfabetización lingüística|||||||||||||| zwischen Sprachen und ich weiß nie, was ich antworten soll. Ich habe meine Standardantwort, aber sagen wir es Ihnen. Okay, ich gehe ein Risiko ein und sehe, ob wir zu demselben Schluss kommen Ihre Kinder nehmen ein Instrument oder sie gehen zu mehr Konzerten entre idiomas e eu nunca sei responder Eu tenho a minha resposta padrão, mas vamos colocá-lo bem, eu vou correr um risco e ver se chegamos à mesma conclusão, não muito, existem estudos que relacionam a música com pessoas que desenvolvem alfabetização que seus filhos pegam um instrumento ou vão a mais shows

they do better on reading tests when you look at the research carefully which I do all day long its miniscule it’s like 2% of reading a lot of books I mean that that’s really what counts doing lots and lots of reading getting exposure so the impact of music in the experimental research is very indirect people say ||||||||||||||||||||微不足道|||||||||||||||重要||||||||||||||||||||间接的|| ||||||||||||||||||||very small||||||||||||||||||||||||||||||||||||| ||||||||||||||||||||微小な||||||||||||||||||||||||||||||||||||| ||||||||||||||||||||minimalne||||||||||||||||||||||||||||||||||||| Sie schneiden besser bei Lesetests ab, wenn Sie sich die Forschung genau ansehen, was ich den ganzen Tag mache. Es ist winzig, es sind etwa 2% des Lesens vieler Bücher Musik in der experimentellen Forschung ist sehr indirekt, sagen die Leute

let’s include songs in classes ok songs and classes are ok but the actual words of the songs are no better than studying a poem now here you’re talking about music as a pedagogical activities right how about in cases like like ah hours when we have actually been through a period of musical training to rephrase ||||||||||||||||||||||||||||||||||||||||||||||||||||||||改述一下 |||||||||||||||||||||||||||||||||Educational methods||||||||||||||||||||||| ||||||||||||||||||||||||||||||||||||||||||||||||||||||||言い換える ||||||||||||||||||||||||||||||||||||||||||||||||||||||||Reformular musicalmente. Lassen Sie uns Lieder in den Unterricht aufnehmen, ok, Lieder und Unterricht sind ok, aber der eigentliche Wortlaut der Lieder ist nicht besser als ein Gedicht zu studieren. Sie sprechen hier jetzt über Musik als pädagogische Aktivität, wie wäre es mit Fällen wie ah Stunden, wenn wir tatsächlich Zeit haben eine Zeit der musikalischen Ausbildung durchlaufen haben, um sie neu zu formulieren

the question is you can you spend a lot of time studying music therefore your language no no no I think no sent you no no I don’t see any direct connection I know that as a group I’m sure is this polyglot organization is very interested in music I know they’re correlated the interest is but I don’t know if it’s ||||||||||||||||||||||||||||||||||||||||||||||||||||相关的||||||||| ||||||||||||||||||||||||||||||||||||||||||||||||||am aware||related to||||||||| ||||||||||||||||||||||||||||||||||||||||||||||||||||correlacionados||||||||| Die Frage ist, können Sie viel Zeit damit verbringen, Musik zu studieren, deshalb Ihre Sprache. Nein, nein, ich denke, nein, ich habe Sie geschickt, nein, nein, ich sehe keine direkte Verbindung interessiert an Musik Ich weiß, dass sie korrelieren, das Interesse ist, aber ich weiß nicht, ob es so ist

causal so I really don’t i think the idea let me go back to pedagogy for a moment if you want to use music as a language teacher yes but discuss the song discuss what the words mean the history of the gossip that Gershwin and Ravel were buddies they would hang out and Harlem together and all that and do all that inflamed 因果的||||||||||||||||||||||||||||||||||||||||||八卦||||||朋友||||||哈莱姆|||||||||激发的 causal||||||||||||||||||||||||||||||||||||||||||ragots||||||copains|||traîner|||||||||||| causal||||||||||||||pedagogy||||||||||||||||||||||||||||Rumor or hearsay||Gershwin and Ravel||Gershwin's friend||close friends||||||Harlem|||||||||passionately discussed ||||||||||||||||||||||||||||||||||||||||||||ガーシュウィン||ラヴェル||||||||||||||||| ||||||||||||||||||||||||||||||||||||||||||||Gershwin y Ravel||Ravel y Gershwin||compañeros||||||Harlem||||||||| kausal, also glaube ich wirklich nicht, dass die idee mich kurz auf die pädagogik zurückkommen lässt, wenn du musik als sprachlehrer einsetzen willst ja, aber das lied besprechen, besprechen, was die worte bedeuten, die geschichte des klatsches, den gershwin und ravel waren Kumpels, mit denen sie abhingen und Harlem zusammen und all das und all das taten, als wären sie entflammt causal, então eu realmente não acho que a idéia deixe-me voltar à pedagogia por um momento, se você quiser usar a música como professor de idiomas, sim, mas discuta a música, discuta o que as palavras significam na história das fofocas que Gershwin e Ravel eram amigos eles iriam sair e Harlem juntos e tudo isso e fazer tudo o que inflamado

the language and you get a lot of interest teach people to play ukulele or you know a little keyboard and all that that’s wonderful it’s often part of the problem isn’t you know you can have a discussion about language learning let’s just let’s let’s assume let’s make an assumption that there is a connection |||||||||||||尤克里里|||||||||||||||||||||||||||||||||||||||||| |||||||||||||||||||keyboard|||||||||||||||||||||||||||||||||||| |||||||||||||ukelele||||||||||||||||||||||||||||||||||||||||||

between experience with music proficiency in music and language learning the difficulties well what do you do with that once you grant that what are one of the implications for that and it’s it’s very difficult to take that and it’s like it’s like the arguments of well are you can you be too old to learn a language or is there such |||||||||||||||||||||承认||||||||||||||||||||||||||||||||||||||||| ||||||||||||||||||||tú||||||||||||||||||||||||||||||||||||||||||

thing as a natural talent in language learning but let’s assume there is where does that then where does it get there’s no change in the pedagogy yeah there’s no changes like where’s your device its comprehensible it but it’s understanding messages that makes language acquisition work and music is not gonna make any big como um talento natural na aprendizagem de línguas, mas vamos assumir que existe, onde é que isso acontece, então, onde é que isso acontece, não há nenhuma mudança na pedagogia, sim, não há mudanças como, por exemplo, onde está o seu dispositivo, é compreensível, mas é a compreensão das mensagens que faz com que a aquisição de línguas funcione e a música não vai fazer nada de especial.

difference to that I think anecdotally and so much of this is anecdotal one the two benefits that I often like articulate or music are firstly in the strength of my ear in terms of acquiring access to the sense that I feel that my ear is very much tuned to sounds perhaps more than people that haven’t spent many |||||根据轶事|||||||轶事的|||||||||表达||||||||||||||获取|||||||||||||||||||||||| |||||anecdotiquement||||||||||||||||exprimer|||||||||||||||||||||||||||||||||||||| |||||Based on personal experience|||||||Based on personal experience|||||||||||||first||||||||||||||||||||||||attuned to sounds|||||||||| |||||経験的に|||||||||||||||||||||||||||||||||||||||||||||||||||||| |||||Anecdóticamente|||||||anecdótico|||||||||||||||||||||||||||||||||||||||||||||||

years with music the second thing is the act of especially with classical music when you’re rehearsing music preparing for a recital there is a certain discipline that you develop for acquiring something new and rehearsing it until the point of being able to use a personality characteristic yet because |||||||||||||||||||||音乐会|||||||||||||||||||||||||||| |||||||||||||||||||||recital||||||||||||||rehearsing||||||||||||characteristic|| ||||||||||||||||ensayando|||||||||||||||||||||||||||||||||

you’re involved in it let me give you a crackpot theory of access okay I call this a conjecture conjecture is really a hypothesis but one you think might not be true so you can say oh it’s just a conjecture I got this from my son mathematicians just call it a conjecture you’ll be okay I think the perfect accent is inside you |||||||||怪论|||||||||猜想|猜想||||假设||||||||||||||||||||||||数学家|||||||||||||口音||| |||||||||théorie farfel|||||||||||||||||||||||||||||||||||||||||||||||||||||| |||||||||crackpot|||||||||conjecture|Speculative hypothesis||||Unproven idea|||||||||||||||||conjecture|||||||mathematicians|||||conjecture||||||||||| |||||||||突飛な|||||||||||||||||||||||||||||||||||||||||||||||||||||| |||||||||Teoría descabellada||||||||||||||||||||||||||||||||||||||matemáticos||||||||||||||||

and that we acquire really good accents very quickly after a couple hundred hours we’ve got it the perfect French accent is here I’ve got it I don’t perform it because I feel silly it’s not me evidence which is anecdotal but I think pretty good my accent in French is variable it depends on how I feel |||||||||||||||||||||||||||||||||||||证据||||||||||||||可变的|||||| |||||||||||||||||||||||||||||||||ridicule||||||||||||||||||||||||

I remember once so while ago was in Paris and I had a coffee with a local expert in sociolinguistics in sociology of language she spoke like 500 languages but none of them was English and we met at a coffee shop and we had a nice discussion my daughter at the time was going to a French school was with me |||||||||||||||||||社会语言学||社会学||||||||||||||||||||||||||||||||||||||| |||||||||||||||||||study of language||sociology|||||||||||||||||||||||||||||||||||||||

which is the young girl at the time and she would come over and listen going they have to read she said dad you were really good I’ve never heard you speak French so well but there was nobody watching we were deeply involved in the conversation the other person thought I was very smart he wasn’t paying

attention to my friend chat center other times I’m told I speak French without a trace of a French accent at the University of Ottawa in the eighties I had a sabbatical and I was working with our team on an article we’re writing in French and we were in the room and I had the board and I was doing the discussion |||||||||||||||||||||||||||||||休假||||||||||||||||||||||||||||||| |||||||||||||||trace||||||||||||||||sabbatical||||||||||||||||||||||||||||||| ||||||||||||||||||||||||Ottawa|||eighties||||extended leave||||||||||||||||||||||||||||||| |||||||||||||||||||||||||||||||año sabático|||||||||||||||||||||||||||||||

the door opened a stranger walked in I thought oh my gosh I’m probably making all these mistakes in my French disintegrated on the spot it was completely unconscious I couldn’t stop it I think that’s what dictates accent we know that a little bit of alcohol your studies improves your accent temporarily I might have experienced |||||||||||天哪||||||||||崩溃了|||||||无意识的|||||||||决定||||||||||||||||||| |||||||||||||||||||||s'est désinté||||||||||||||||||||||||||||||||||| |||||||||||||||||||||fell apart|||||||Automatic, involuntary reaction|||||||||dictates||||||||||||||||||| |||||||||||||||||||||se desintegró||||||||||||||||dicta||||||||||||||||||| a porta se abriu, um estranho entrou Eu pensei, oh meu Deus, eu provavelmente estou cometendo todos esses erros no meu francês se desintegraram no local em que estava completamente inconsciente Eu não conseguia parar Eu acho que é isso que dita o sotaque, sabemos que um pouco de álcool seus estudos melhora seu sotaque temporariamente eu poderia ter experimentado

that last night yeah exactly exactly so I think there’s this output filter successful BIA what do you do about it nothing just relax and realized no accent teaching course has ever worked that I have seen there’s no evidence that it gives you a permanent acquisition of a better accent yeah I mean Henry ||||||||||||||Bias in accent|||||||||||||||||||||||||||||||||||||||| ||||||||||||||BIA(1)|||||||||||||||||||||||||||||||||||||||| ||||||||||||||BIA exitosa||||||||||||||||||||||||||||||||||||||||

Kissinger type figures exactly as the is the now let’s look at look at Henry Kissinger and Arnold start something oh they’re both similar if you listen to them carefully first of all they have acquired English completely yeah Arnold is very articulate phenomenal he’s phenomenal Kissinger of course yeah |||||||||||||||||||||||||||||||||||||||||||非凡的|||基辛格||| Influential political figures|||||||||||||||Kissinger||Arnold||||||||||||||||||||||Arnold||||phenomenal||phenomenal|Kissinger||| Henry Kissinger||||||||||||||||||||||||||||ellos|||||||||||||||||||||

and if you listen hard to their accent you realized that when Arnold tried some of your speaks he’s not using 100% the German sound system he’s acquired most of English sound system just not quite all of it our standards are ridiculously high that’s the problem yeah go down this rabbit hole but for the benefit of |||||||||||||||||||||||||||||||||||||||||荒谬地||||||||||||||| ||||||||||||Arnold|||||||||||||||||||||||||||||unreasonably, excessively high|||||||||deep exploration||||||

people watching you might not be so familiar with your work could you give us a brief summary of your thesis sure we acquire language in one way I told this to the guy who fixed my coffee machine in the room yesterday so ready to do this okay yep that’s great so we acquire language and only one way when we understand what people say and |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||人们||| ||||||||||||||||||||research summary||||||||||||||||||||||||||||||||||||||||||||||

when we understand what we read if you do that all the grammar and vocabulary you’re ready to acquire is there and it’s gradually little by little absorbed the ability to speak is the result of listening the result of reading study doesn’t help you very much memorizing vocabulary rule the vocabulary studying

grammar getting your errors corrected trying to talk all those things are the result of language position so you want to get better in another language listen and read listen and read find things you’re really interested in where you’re excited to know what’s gonna happen next a good book a good movie an interesting friend

and be patient it comes over time we are born to acquire language that’s the way our brains are do in your own language learning how how do you to what extent do you walk the walk so to speak and how do you what’s the what’s the implication of that in terms how does it manifest itself in learning in my life yeah okay |||||||||||||||||||||||||||||||程度|||||||||||||||||含义||||||||表现出来|||||||| |||||||||||||||||||||||||||||||Degree|||||||||||||||||implication||||||||Show itself||||||||

I did a presentation on this in with my colleague Linda Lee last year I guess you missed it in Copenhagen anyway with international schools conference was called regression to skill building that even people like us forget the theory occasionally for the languages I’m already low intermediate in and higher |||演讲|||||||||||||||||哥本哈根|||国际||国际学校会议|||回归||||||||||||偶尔|||||||中级||| ||||||||||||||||||||Copenhagen||||||||return to basics||||||||||||||||||||||

I’m fine with the theory when I read in Spanish when I read in French when I read in German I don’t stop I don’t look upwards I don’t worry about grammar etc and even though I’m not in the country I keep reading and I’m gradually getting better it’s very nice and comfortable and I find books that are so exciting I ||||||||||||||||||||||||||look up words||||||||||||||||||||||||||||||||||||

forget they’re in the other language I just can’t put down I want to know what’s gonna happen next me when it comes to Mandarin I sometimes forget and I go to the old classic thing I want to look up every word I want to make sure what I’m saying is absolutely correct what is this grammar role how does it ||||||||||||||||||||||||||有时|||||||||||||查||||||||||||||||||||||

work what is this tone number two or tone number three the cure for this is compelling input the cure are interesting stories and interesting conversations then all that fades away so we’ve had so many years of grammar and formal study it’s sometimes hard to get over it for people who are at a very beginner ||||||||||||解决办法|||||||||||||||||消失|消失|||||||||||||||||||||||||| ||||||||||||Solution|||||||||||||||||disappears|||||||||||||||||||||||||||

level the obvious objection to they said well how can I begin to to where can I get input this is comprehensible when I myself met such a beginner stage how do you address that find stories take a class where there are lots of stories and if you need to repeat it I did a full Europe Mandarin with my teacher she |||Challenge or concern|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

works in a school in the Midwest and because it’s a fairly wealthy private school she can record all the lessons and she sends me the recordings the classes it wasn’t like oh that stood steep ers she tells a story and the students help create the story etc and it’s very personal like the students interests hobbies etc this basically |||||||||||相当||||||||||||||||||||||||||||||||||||||||||||||||| ||||||Midwest||||||||||||||||||||||||||||stood out prominently||"educational recordings"|||||||||||||||||||||||| |||||||||es||bastante|adinerada||||||||||||||||||||||||||||||||||||||||||||||||

revolves around a good story okay and the students are characters in the story they all know I’m watching so sometimes I’m a character in the story it’s nice so find a class like that find a class where you can get involved either tbrs just to google it or benito Mason’s methods story listening which is 围绕||||||||||角色||||||||||||||||||||||||||||||||||||||||贝尼托|||||| centers on||||||||||||||||||||||||||||||||||||||||||||||||||Beniko Mason|Mason's||||| |||||||||||||||||||||||||||||||||||||||||||||||||||メイソンの||||| gira en torno||||||||||||||||||||||||||||||||||||||||||||||||||||||||

beginning to spread which is very good something where the teacher is saying things that are fascinating and interesting and don’t worry about repeating it oh that was my point after the first year she said I’m failing you you’re gonna take it all over again would she was right my comprehension wasn’t good enough so I repeated and I |||||||||||||||||||||||||||||||||||||||||||||||||||理解能力||||||||

go back over the things again I become very patient with all this so I meant this was the genesis of you Mandarin show stories that you thought that was before with Linda Lee my very first teacher in 2007 I went to a conference in Colorado and my colleague Karen Rowan had organized it and she came to my dorm |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||宿舍 |||||||||||||||||||beginning||||||||||||||||||||||||||Colorado||||Karen|Rowan|||||||||dorm ||||||||||||||||||||||||||||||||||||||||||||||||||ローワン||||||||| ||||||||||||||||||||||||||||||||||||||||||||||||||Karen Rowan|||||||||

room every morning at 7:30 and I’m a night person with coffee and she said get out of bed you’re going to Linda’s class I said no I’m not yes you are I went to Linda’s class it was amazing it was the story method you know and she made it so exciting I had been to Taiwan many times I have friends there and |||||||||||||||||||||Linda's|||||||||||||Linda's||||||||||||||||||||||Taiwan||||||| |||||||||||||||||||||リンダの|||||||||||||||||||||||||||||||||||||||||| |||||||||||||||||||||de Linda|||||||||||||la clase de Linda|||||||||||||||||||||||||||||

iacquire practically nothing because it was all incomprehensible her class the first two minutes I got more than I had three months back and forth that I want it was amazing classes are fabulous for beginners because you can get the input that you can’t get from the outside world now with the internet the polyglots you 几乎没有|几乎||||||难以理解||||||||||||||||||||||||||极好的||||||||||||||||||||||| "understand"|||||||incomprehensible||||||||||||||||||||||||||||||||||||||||||||||||| 取得|||||||||||||||||||||||||||||||||||||||||||||||||||||||| adquirí prácticamente nada||||||||||||||||||||||||||||||||||||||||||||||||||||||||

and your friends are helping solve this by putting things online this is what the computer is for yeah it’s not the fancy programs and the publishers it’s you guys who know what you’re doing saying interesting things that’s what’s gonna help well let’s talk about this then we so you’ve spent now two days ||||||||||||||||||||||advanced software tools||||publishers|||||||||||||||||||||||||||| ||||||||||||||||||||||sofisticados||||||||||||||||||||||||||||||||

surrounded by some extremely prolific oh my goodness yes what are your headline thoughts at this stage my headline thoughts first of all we are a very strange group we being me and you and polyglots and I’m a junior polyglot so I think we’re most people are like us or that we are fascinated by language and ||||||||||||标题||||||||||||||||||||||||||||||||||||||||||着迷||| ||||prolific||||||||headline||||||headline|||||||||||||||||||||junior|||||||||||||||fascinated||| ||||prolíficos|||||||||||||||||||||||||||||||||||||||||||||||||||||

nevertheless it I have learned an enormous amount I have listened to the experts now for two days they have confirmed for me that comprehensible input is the universal path this is right but they’ve added all these bits of advice and strategies and things that you guys do that I hadn’t thought about Steve Kaufman was a person that you and 然而||||||大量||||||||||||||||||||||||||||||||||||策略||||||||||想过||||||||| |||||||||||||||||||||||||||||universal route|||||||||||||||||||||||||||||||| No obstante|||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||

I both admire has said things like don’t try to be perfect the other person you’re talking to doesn’t care if you make Romanichal mistakes try to communicate they’re interested in what you’re saying little things like this have been enormous ly helpful have patience if their speech is not emerging have faith in your brain go back to |||||||||||||||||||||||罗马尼查尔|||||||||||||||||||||||||||逐渐显现|||||||| |||||||||||||||||||||||Romanichal||||||||||||||||||enormously|||||||||emerging|||||||| |||||||||||||||||||||||ロマニチャル||||||||||||||||||||||||||||||||||| |||||||||||||||||||||||Romanichal||||||||||||||||||enormemente|||||||||||||||||

listening go back to reading it’s been extremely helpful it’s been confirming and expanding I’m gradually building up in my notebook strategies that the polyglots use to get comprehensible input yeah what’s very hopeful the good news is is the it’s you’d be following channels like mine for a while we this is we talked about |||||||||||||扩展|||||||||||||||||||||||||||||||||||||||||| |||||||||||confirming||||||||||||||||||||||||||||||||||||||||||||

this a day in day out there’s no shortage of this bus experience for the world you guys are telling a few hundred thousand people I want everybody to not yeah walking under family I guess bro start somewhere right yes right and I mean the things that you’ve mentioned both in terms of my earlier question about ||||||||短缺||||||||||||||||||||||||||||||||||||||||||||||||| ||||||||shortage||||||||||||||||||||||||||||bro||||||||||||||||||||| ||||||||escasez de||||||||||||||||||||||||||||hermano|||||||||||||||||||||

language acquisition and and what Steve has spoken about there are a few linguistic point I’d like to highlight that you raised in your in your presentation and I imagine that was created before you came here this weekend oh sorry in that sense it just really goes to reinforce what we’re talking about when you’ve mentioned |||||||||||||||||||||||||||||||||||||||||||||||||加强||||||| |||||||||||||linguistic||||||||||||||||||||||||||||||||||||||||||| ||||||||||||||||||destacar||||||||||||||||||||||||||||||||||||||

comprehensible input over immersion you mentioned compelling input and one of the things that language learners will will say is they they go to the ends of the earth to find material to spend time with they are that they find enjoyable yes it’s what it’s almost against they won’t start doing anything until they ||||||atractivo||||||||||||||||||||||||||||||||||||||||||||||||

found that piece of material exactly to just carry on for this list you mentioned patience and this isn’t in I don’t know this your talk will end up being on YouTube or not but um fine with me if they do that you know patience which I guess rate to the concept of time and the fact that time does so much of the work for you and

that you can’t force the process you mentioned just now no forced production which is it we’re not forcing you to speak through a behaviourist writer program and to go a level deeper we’re talking about acquisition rather than an approach of skill building yeah deliberate skills of learning yeah and then finally it’s the idea of the ||||||||||||||||||||||||Behavioral approach|||||||||||||||||||||Intentional|||||||||||| ||||||||||||||||||||||||行動主義者||||||||||||||||||||||||||||||||| ||||||||||||||||||||||||conductista|||||||||||||||||||||||||||||||||

question do we have to know every word is it necessary to understand everything that’s being said and and so this is the idea of gradual acquisition and you know in terms of reading the graded readers when I read an on introduction to my to my series my basic point was you don’t have to understand every word you there |||||||||||||||||||||||||逐步||||||||||分级的||||||||||||||||||||||||| |||||||||||||||||||||||||||||||||||simplified language books||||||||||||||||||||||||| |||||||||||||||||||||||||||||||||||clasificadas|||||||||||||||||||||||||

were gonna be lots of words you don’t understand ittsan tolerate a little noise you need to develop a tolerance for ambiguity such that you can the only goal for me the only goal is something like reading is to get to the end of the chapter that you’re reading find out who did it find out who did it and then when |||||||||在||||||||||耐受力||模糊性||||||||||||||||||||||||||||||||||||||||| |||||||||it's an|tolerate|||||||||||uncertainty||||||||||||||||||||||||||||||||||||||||| |||||||||lo siento|||||||||||||||||||||||||||||||||||||||||||||||||||||

you get to the end of a chapter get to the book it is the act of completing the material that you’re consuming that is the bearer of the treasure and the gifts of vanity and you’ll see all those words again don’t worry they’ll come back they’ll come back but but but moreover is the ability to handle ambiguity and |||||||||||||||||||||||||||||||||||||||||||||||||||||此外||||||| ||||||||||||||||||||||||||bringer|||Reward of completion|||gifts|||||||||||||||||||||||||||| ||||||||||||||||||||||||||portador|||||||||||||||||||||||||||además de|||||||

unknown a certain amount of tolerance or noise tolerance of vagueness not extremely well I can handle some steve says he can he can handle 20% noise which is a lot yeah I think we vary but we all can handle some of it sure I guess so in terms of the the implication of this is that what goes to show the importance of finding the right ||||||||||模糊性||||||||史蒂夫||||||||||||||||变化||||||一些|||||||||||||||||||||||||| ||||||||||Tolerance of ambiguity||||||||||||||||||||||||differ in tolerance||||||||||||||||||implication|||||||||||||| ||||||||||imprecisión|||||||||||||||||||||||||||||||||||||||||||||||||a la|||||||

material doesn’t it because you need to have that everything the comprehensible input but not it’s everything so what’s the balance Steve says 20% for him for him for me I’d probably put him more like ten five ten percent I mean to comfortably yeah what a reading theory will say you should be reading a 98%

comprehending the studies range from 90 to 98 percent 95 percent depends on the text depends on you but a little bit of it has to be that way because there’s a lot of stuff that we hear that we’re not going to acquire for another two years take for example English certain grammatical items are there all the time understanding||||||||||||||||||||||||||||||||||||||||||||||||||grammatical|||||| comprender||||||||||||||||||||||||||||||||||||||||||||||||||||||||

and they’re very late acquired like the third person singular ending he goes that can take six months to a year for children first language second language sometimes it doesn’t come ever some dialects don’t have it and the beginner is gonna hear that all the time you can ignore it yeah wait till it’s time has come well especially

as redundant most of these things are redundant that’s the point yes thank you most of these things don’t matter yeah all the endings in German you’ll get them what and again it only becomes an issue if you are being obliged to produce from the beginning based on some series it has to be correct yes that’s |多余的||||||||||||||||||||||||||||||||||||||||被迫||产生|||||||||||||| |Unnecessary||||||unnecessary||||||||||||||||endings|||||||||||||||||||||||||||||||||| |Redundante||||||||||||||||||||||||||||||||||||||||||||||||||||||||

the problem most pedagogy is like taking the theory and turning it backwards my friend Steve Sternfeld said it’s like people see the light and then blind it turn the other way go back to the old way hmm anything surprised you this weekend actually no that’s what surprised me okay I am thrilled that there’s so much agreement |||教育学||||||||||||||||||||||||||||||||||||||||||||||||||感到兴奋||||| ||||||||||||||||Steve Sternfeld: theory reversed|||||||||||||||||||||||||||||||||||||Very excited||||| ||||||||||||||||Sternfeld|||||||||||||||||||||||||||||||||||Yo estoy||emocionado|||||

and that I’m learning so much that’s been amazing I was expecting a scoop that no surprise really really I’m surprised I’m learning so much pleasant surprise that’s been good there’s a goldmine in your work what’s something you’ve changed your mind about in Austin it’s actually the other way around the |||学习||||||||||独家新闻|||||||||||||||||||||||||||||||||||||| |||||||||||||scoop||||||||||||Unexpectedly delightful|||||||valuable resource||||||||||||Austin|||||||

hypotheses I came up with were born around 1975 76 the basics have not changed there’s been development for example and and that’s amazing the research continues to support acquisition learning the limited role of grammar etc the exciting developments over time the role of writing we now think writing does not cause language 假设||||||||||||||||||||||||||||||||||||||||||||||||||| Initial theories formed|||||||||||||||||||||||||||||||||||||development||||||||||||||

acquisition that’s the result but writing makes you smarter when you write something down you reread it you revise it you come up with better ideas method of organizing your thoughts absolutely it’s fabulous the more people write the smarter they get the more they try to solve problems so that’s helped |||||||||||||||review and revise|||revise||||||||||||||||||||||||||||||||| ||||||||más inteligente|||||||||||||||||||||||||||||||||||||||||||

the idea of the effect we said there was this filter I still think there is that if you’re an anxious nervous fear but doesn’t quite penetrate well we spend that to say compelling input will lower this filter the idea of compelling is new the applications of the theory it started with adult second language acquisition then to my ||||||||||||||||||你是||||||||渗透||||||||||||||||||||应用|||理论|||||||||| ||||||||||||||||||||||||||get through||||||||||||||||Irresistibly convincing||||applications||||||||||||| |||||||||||||||||||||||||||||||||Convincente||||||||||||||||||||||||||

amazement it worked for child’s second language in every three four years now I’m convinced it works for language acquisition in general it laid the foundation for successful bilingual programs and a couple years ago I started looking at research and animal language and wrote a paper on it a couple of papers and it fits fairly well 惊讶||||孩子的|||||||||||||||||||||||||||||||||||||||||||||||的|||||| surprise||||child's|||||||||||||||||||established||||||||||||||||||||||||||||||||aligns well|| |||||||||||||||||||||||||||||||||||||||||||||||||||||||encaja bastante bien||

it’s something that could guide the research only one person in the whole animal language literature is aware of these hypothesis I mean Pepperberg worked with a parrot and my goal is to make them aware of it so they can test what they’re doing a lot of it is very very consistent so it’s been expanding ||||||||||||整个|||||||||||佩珀伯格||||||||||||||||||测试|||||||||||一致|||| |||||||||||||||||||||||parrot language research||||Alex the parrot||||||||||||||||||||||||||||| |||||||||||||||||||||||Pepperberg trabajó|||||||||||||||||||||||||||||||||

scientists did you ask them what’s the you can unlock one secret for the universe what would it be in it and then the answer is often what’s the nature of dark matter what’s your equivalent answer in the air area there are two questions and we have tentative answers to both how do we acquire language by |||||||||||||||||||||||||||||||||||等价|||||||||||||||||||||| |||||||||reveal or discover||||||||||||||||||||||||||equivalent|||||||||||||Provisional||||||||| ||||||||||||||||||||||||||||||||||||||||||||||||Respuestas tentativas|||||||||

understanding it how do we get smart by trying to solve problems you don’t get smart by study smart people never study they try to solve problems and like my favorite example is Linus Pauling who knew more about chemistry than anyone on the planet had all was involved in most of the major discoveries 60 years of |||||||||||||||||||||||||||||||||Linus Pauling|Linus Pauling||||||||||||||||||||discoveries|| |||||||||||||||||||||||||||||||||Linus Pauling|Linus Pauling||||||||||||||||||||||

trying to solve problems he didn’t get up in the morning and review the periodic table so those are the two things geniuses are people who have found what they want to study that’s the other part find your path were all different Mark Twain said the two most important days of your life the day you’re born the day you discover why ||||||||||||||周期表||||||||天才||||||||||||||||||||||马克·吐温|||||||||||||||||| ||||||||||||||regularly occurring||||||||brilliant individuals||||||||||||||||||||||Twain|||||||||||||||||| ||||||||||||||||||||||||||||||||||||||||||||Mark Twain||||||||||||||||||

polyglot seer have discovered why what they’re supposed to be doing find your path read a lot and it read for pleasure that helps you find your path gives you knowledge and then try to solve problems in it you know that’s the key to getting very smart yeah those to me of the major things comprehensible input |Visionary expert||||||||||||||||||||||||||||||||||||||||||||||||||||||||

problem-solving find your path it is uh you know I’m into a number of these events it still amazes me how this will the energy in the areas or things are wonderful people the panel no but it’s in the knee related language learning you can just I mean you go casually said it you know you find something you’re ||||||||||||||||||||||||||||||||||||||||||||||||||||随意地|||||||| |||||||||||||||||||still surprises me||||||||||||||||panel||||||||||||||||||||||||| |||||||||||||||||||sorprende||||||||||||||||El panel|||||||||||||||||||||||||

passionate about but that is what it that’s yeah that’s the thing I mean let’s not gloss over this that I mean when you’re when you develop that passion for language this should be nothing stopping you not finding good material can be a pain in the backside but um see what you can look at it this way people like the polyglots people ||||||||||||||||掩饰||||||||||||||||||||||||||||||||||||||||||||||| ||||||||||||||||gloss|||||||||||||||||||||||||||||||pain in the neck|||||||||||||||| ||||||||||||||||pasar por alto|||||||||||||||||||deteniéndote||||||||||||||||||||||||||||

like you have done all three of the things I’ve mentioned here you know how to acquire language and you’re doing it and you love it you’re trying to solve problems you’re constantly working on the theory as I am you’re working on it from inside out I’m from the outside looking in so we’re all doing trying to ||||||||||||||||||||||||||||||||不断地||||||||||||||||||||||||||

solve the problem and we are following our paths all three things so of course we’re happy and we’re all getting smarter all the time my final question to you is about the what we’ve seen here and then the the poly low community people that learn languages in a self-directed way how does what people here do fit into the overall research |||||||||||||||||||||||||||||||||||||||||Polyglot community's role|||||||||||||||||||||| |||||||||||||||||||||más inteligentes||||||||||||||||||||comunidad políglota|||||||||||||||||||||investigación general|

not yet not much how can I mean what well held relevant times what can it be the only thing that’s words tested the theory of course these are all case histories and if there’s a single polyglot who did not acquire language through comprehensible input I’m in big trouble the whole theories in trouble so ||||||||什么||||||||||||||||||||||||||||||||||||||||||||||| |||||||||||||||||||||||||||||||histories||||||||||||||||||||||||

this is a constant testing of the theory it’s as well a constant exercise in the application how to get comprehensible input this should be hot stuff for the researchers I did one article on Lum Cocteau polyglot I met I’ve included her a couple other places but people like me need to be examining people like you ||||||||||||||||||||||||||重要内容||||||||||||||||||||||||||||||| |||||||||||||||||||||||||||||||||||Language acquisition model|Jean Cocteau||||||||||||||||||||| |||||||||||||||||||||||||||||||||||Lum Cocteau|Cocteau|||||||||||||||||||||

quoting you thinking what you’re doing watching your things and talking about it with other people making in part of our the second language acquisition research community has done two things with polygons mostly they don’t know about it they don’t know you exist second you said yourself you weren’t aware of the 引用|||||||||||||||||||||||||||||||||||||||||||||||||||| Paraphrasing your thoughts||||||||||||||||||||||||||||||||Geometric shapes|||||||||||||||||||| ||||||||||||||||||||||||||||||||polígonos||||||||||||||||||||

community no i wasn’t until Steve got me involved so this is great second when they do find out about you this is what happened to me in Hungary I mentioned that I’ve been hanging out with one cop though this great polio so oh she has a different brain he’s got a talent she’s telling me I’m telling him ||||||||||||||||||||||||||||||||我已经||||||||||||||||||||||||||| ||||||||||||||||||||||||||||Hungary||||||||||||||disease affecting nerves||||||||||||||||| ||||||||||||||||||||||||||||||||||||||policía|||||||||||||||||||||

no the hypothesis and everybody here agrees with it no it’s knowing how to do it and doing a lot of it staying with it and loving it yeah so anybody can do it yeah and you find these polyglots who who speak far more languages I do and you ask them how long it took them to learn Mandarin the answer still work

another yeah it’s been 10 years and my friend Vlad said you speaks phenomenal Chinese it you know related last year an event you know I’ve been learning Chinese but 9 or 10 years and just last month I felt like I really you’ve got someone you know gosh that’s beautiful oh that that’s the kind of stuff I need ||||||||Vlad|||||||||||||||||||||||||||||||||||||||||||||||| ||||||||mi amigo Vlad|||||||||||||||||||||||||||||||||||||Dios mío|||||||||||

to quote patients patients it comes but you don’t have to be perfect mom Cocteau said language is one thing that knowing a little bit is good if you only know a little bit of science you can make some bad mistakes as the president of the United States is showing us but in language anything you know is good you Um Patienten zu zitieren, Patienten, es kommt, aber man muss nicht perfekt sein, Mutter Cocteau sagte, Sprache sei eine Sache, ein bisschen Wissen ist gut, wenn man nur ein bisschen Wissenschaft versteht, kann man als Präsident der Vereinigten Staaten einige schlimme Fehler machen Staaten zeigen uns, aber in der Sprache ist alles, was Sie wissen, gut für Sie

can use any of it I know your real goal in life which is to get more Twitter followers than Justin Bieber that’s true yes you can taste as much so for people watching how can they have an ideal Twitter whatever s crashing k-ras h en i have a website which has my articles wwws d crashing calm d is my middle name ||||||||||||||||||followers|||Justin Bieber followers||||||||||||||||||||||||Twitter follower goal|||||||||||Website's crashing|||||||| |||||||||||||||||||||Bieber||||||||||||||||||||||||se está estrellando|||||||||||wwws estrellándose||||||||

David please feel free to download my books which my older books are on the website and lots of articles don’t ask permission it’s one available for free it’s all free weddings bar mitzvahs you can give a deli friends if you’re a teacher you give your students it’s fine and I’m also on Facebook so these are ||||||||||||||||||||||许可|||||||||||犹太成年礼|||||||||||||||||||||||| |||||||||||||||||||||||||||||||weddings||bar mitzvah ceremonies|||||deli||||||||||||||||||| |||||||||||||||||||||||||||||||||bar mitzvás||||||||||||||||||||||||

ways of getting work around wonderful will link to all of these in the description of the video anyone listed is on the podcast but this is the show notes I’ll make sure to link to everything that dr. kreshnik mentioned today thank you so much for taking the time thanks Ally very pleasure for you next time all right |||||||||||||||||||||||||||||||||||||||Dr. Kreshnik||||||||||||Ally|||||||| |||||||||||||||||||||||||||||||||||||||Dr. Kreshnik||||||||||||Aliada||||||||