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Este articulo de NPR habla sobre los beneficios de obtener una educación en dos idiomas. Algunos beneficios incluye que los estudiantes son mas atentos y que sacan mejoras notas. También, algo interesante de una educación bilingüe es que aprender en idioma mejora sus capacidad de leer en la otra idioma. Muchas escuelas en los Estados Unidos tienen requisitos de aprender otra idioma, pero no es lo mismo que realizar su educación en otra idioma; esto es posible gracias a los programas de "dual language" que se puede conseguir en escuelas aquí en Austin y en otras ciudades de los Estados Unidos.

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Part of our ongoing series exploring how the U.S. can educate the nearly 5 million students who are learning English.
Brains, brains, brains. One thing we've learned at NPR Ed is that people are fascinated by brain research. And yet it can be hard to point to places where our education system is really making use of the latest neuroscience findings.

But there is one happy nexus where research is meeting practice: bilingual education. "In the last 20 years or so, there's been a virtual explosion of research on bilingualism," says Judith Kroll, a professor at the University of California, Riverside.

Again and again, researchers have found, "bilingualism is an experience that shapes our brain for a lifetime," in the words of Gigi Luk, an associate professor at Harvard's Graduate School of Education.

At the same time, one of the hottest trends in public schooling is what's often called dual-language or two-way immersion programs.

Traditional programs for English-language learners, or ELLs, focus on assimilating students into English as quickly as possible. Dual-language classrooms, by contrast, provide instruction across subjects to both English natives and English learners, in both English and in a target language.

The goal is functional bilingualism and biliteracy for all students by middle school.

New York City, North Carolina, Delaware, Utah, Oregon and Washington state are among the places expanding dual-language classrooms.

The trend flies in the face of some of the culture wars of two decades ago, when advocates insisted on "English first" education. Most famously, California passed Proposition 227 in 1998. It was intended to sharply reduce the amount of time that English-language learners spent in bilingual settings.

Proposition 58, passed by California voters on Nov. 8, largely reversed that decision, paving the way for a huge expansion of bilingual education in the state that has the largest population of English-language learners.

Some of the insistence on English-first was founded in research produced decades ago, in which bilingual students underperformed monolingual English speakers and had lower IQ scores.

Today's scholars, like Ellen Bialystok at York University in Toronto, now say that research was "deeply flawed."

"Earlier research looked at socially disadvantaged groups," agrees Antonella Sorace at the University of Edinburgh, in Scotland. "This has been completely contradicted by recent research" that compares more similar groups to each other.

So what does recent research say about the potential benefits of bilingual education? NPR Ed called up seven researchers in three countries - Sorace, Bialystok, Luk, Kroll, Jennifer Steele, and the team of Wayne Thomas and Virginia Collier - to find out.
Attention
It turns out that, in many ways, the real trick to speaking two languages consists in managing not to speak one of those languages at a given moment - which is fundamentally a feat of paying attention.

Saying "Goodbye" to mom and then " Guten tag" to your teacher, or managing to ask for a crayola roja instead of a red crayon, requires skills called "inhibition" and "task switching." These skills are subsets of an ability called executive function.

People who speak two languages often outperform monolinguals on general measures of executive function. "[Bilinguals] can pay focused attention without being distracted and also improve in the ability to switch from one task to another," says Sorace.

Do these same advantages accrue to a child who begins learning a second language in kindergarten instead of as a baby? We don't yet know. Patterns of language learning and language use are complex. But Gigi Luk at Harvard cites at least one brain-imaging study on adolescents that shows similar changes in brain structure when compared with those who are bilingual from birth, even when they didn't begin practicing a second language in earnest before late childhood.
Empathy
Young children being raised bilingual have to follow social cues to figure out which language to use with which person and in what setting. As a result, says Sorace, bilingual children as young as age 3 have demonstrated a head start on tests of perspective-taking and theory of mind - both of which are fundamental social and emotional skills.
Reading (English)
About 10 percent of students in the Portland, Ore., public schools are assigned by lottery to dual-language classrooms that offer instruction in Spanish, Japanese or Mandarin, alongside English.

Jennifer Steele at American University conducted a four-year, randomized trial and found that these dual-language students outperformed their peers in English-reading skills by a full school year's worth of learning by the end of middle school.

Such a large effect in a study this size is unusual, and Steele is currently conducting a flurry of follow-up studies to tease out the causality: Is this about a special program that attracted families who were more engaged? Or about the dual-language instruction itself?

"If it's just about moving the kids around," Steele says, "that's not as exciting as if it's a way of teaching that makes you smarter."

Steele suspects the latter. Because the effects are found in reading, not in math or science where there were few differences, she suggests that learning two languages makes students more aware of how language works in general, aka "metalinguistic awareness."

The research of Gigi Luk at Harvard offers a slightly different explanation. She has recently done a small study looking at a group of 100 fourth-graders in Massachusetts who had similar reading scores on a standard test, but very different language experiences.

Some were foreign-language dominant and others were English natives. Here's what's interesting. The students who were dominant in a foreign language weren't yet comfortably bilingual; they were just starting to learn English. Therefore, by definition, they had much weaker English vocabularies than the native speakers.

Yet they were just as good at decoding a text.

"This is very surprising," Luk says. "You would expect the reading comprehension performance to mirror vocabulary - it's a cornerstone of comprehension."

How did the foreign-language dominant speakers manage this feat? Well, Luk found, they also scored higher on tests of executive functioning. So, even though they didn't have huge mental dictionaries to draw on, they may have been great puzzle-solvers, taking into account higher-level concepts such as whether a single sentence made sense within an overall story line.

They got to the same results as the monolinguals, by a different path.
School performance and engagement.
Wayne Thomas and Virginia Collier, a husband and wife team of professors emeritus at George Mason University in Virginia, have spent the past 30 years collecting evidence on the benefits of bilingual education.

"Wayne came to our research with skepticism, thinking students ought to get instruction all day in English," says Virginia Collier. "Eight million student records later, we're convinced," Wayne Thomas chimes in.

In studies covering six states and 37 districts, they have found that, compared with students in English-only classrooms or in one-way immersion, dual-language students have somewhat higher test scores and also seem to be happier in school. Attendance is better, behavioral problems fewer, parent involvement higher.
Diversity and integration.
American public school classrooms as a whole are becoming more segregated by race and class. Dual-language programs can be an exception. Because they are composed of native English speakers deliberately placed together with recent immigrants, they tend to be more ethnically and socioeconomically balanced. And there is some evidence that this helps kids of all backgrounds gain comfort with diversity and different cultures.

Several of the researchers I talked with also pointed out that, in bilingual education, non-English-dominant students and their families tend to feel that their home language is heard and valued, compared with a classroom where the home language is left at the door in favor of English.

This can improve students' sense of belonging and increase parent involvement in their children's education, including behaviors like reading to children.

"Many parents fear their language is an obstacle, a problem, and if they abandon it their child will integrate better," says Antonella Sorace of the University of Edinburgh. "We tell them they're not doing their child a favor by giving up their language."
Protection against cognitive decline and dementia.
File this away as a very, very long-range payoff. Researchers have found that actively using two languages seems to have a protective effect against age-related dementia - perhaps relating to the changes in brain structure we talked about earlier.

Specifically, among patients with Alzheimer's in a Canadian study, a group of bilingual adults performed on par with a group of monolingual adults in terms of cognitive tests and daily functioning. But when researchers looked at the two groups' brains, they found evidence of brain atrophy that was five to seven years more advanced in the bilingual group. In other words, the adults who spoke two languages were carrying on longer at a higher level despite greater degrees of damage.
The coda, and a caution
One theme that was striking in speaking to all these researchers was just how strongly they advocated for dual-language classrooms.

Thomas and Collier have advised many school systems on how to expand their dual-language programs, and Sorace runs " Bilingualism Matters," an international network of researchers who promote bilingual education projects.

This type of advocacy among scientists is unusual; even more so because the "bilingual advantage hypothesis" is being challenged once again. A review of studies published last year found that cognitive advantages failed to appear in 83 percent of published studies, though in a separate meta-analysis, the sum of effects was still significantly positive.

One potential explanation offered by the researchers I spoke with is that advantages that are measurable in the very young and very old tend to fade when testing young adults at the peak of their cognitive powers.

And, they countered that no negative effects of bilingual education have been found. So, they argue that even if the advantages are small, they are still worth it.

Not to mention one obvious, outstanding fact underlined by many of these researchers: "Bilingual children can speak two languages! That's amazing," says Bialystok.

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6 Potential Brain Benefits Of Bilingual Education

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Part of our ongoing series exploring how the U.S. can educate the nearly 5 million students who are learning English. Brains, brains, brains. One thing we've learned at NPR Ed is that people are fascinated by brain research. And yet it can be hard to point to places where our education system is really making use of the latest neuroscience findings.

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El siguiente mapa muestra el crecimiento de la población hispana en cada condado en los Estados Unidos. Es interesante porque podemos ver mas o menos como crece el uso de español por el país porque podemos asumir que la gran mayoría de la población hispana que están moviendo a los Estados Unidos hablan español. Algo que me quedo sorprendido es que el porcentaje de cambio en la población hispana era menos en los estados del sur como Tejas y Nueva México.

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Univision es una red de televisión en español. Lo interesante de Univison es que fue fundido en los estados unidos pero tiene varios canales en casi todos los países hispanohablantes. El canal de Univision es el canal quinto mas popular en los EEUU. Tiene una gran influencia en los comunidades latinos en los Estados Unidos porque es una fuente de noticia que no se debe perder.

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La mejor cobertura en Noticias, Deportes y Entretenimiento. Lo mejor de nuestra programación de TV.

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Este anuncio de Target es similar a los que vimos en clase de otras compañías en que los anuncios utilizan la idioma de español para atraer consumidores hispanos. Una parte importante de este anuncio es que no solo utiliza el español pero también solicita una conexión con los padres. Es interesante ver las técnicas diferentes para anunciar un producto o una tienda.

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Target Back to School Spanish Commercial

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Yo
Domingo (Venezuela, inmigrante EEUU) - bilingüe inglés/español

Padres
Maria (Venezuela, inmigrante EEUU) - trilingüe inglés/español/italiano
Carmelo (Venezuela, inmigrante EEUU) - trilingüe inglés/español/portugués

Abuelos maternos
Annunziata (Italia, inmigrante Venezolano) - bilingüe italiano/español
Salvatore (Italia, inmigrante Venezolano) - bilingüe italiano/español

Abuelos paternos
Pina (Italia, inmigrante Venezolano) - bilingüe italiano/español
Arcangelo (Italia, inmigrante Venezolano) - bilingüe italiano/español

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Capítulo 8: El Español en los Estados Unidos

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Capítulo 8: El Español en los Estados Unidos

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Este articulo del National Science Foundation explica el origen de los dialectos. Los dialectos son diferencias en gramática, sintaxis, vocabulario y frases comunes que se usan en un región. Los dialectos se forman a través del tiempo en regiones. Aunque no hay una distinción oficial que separa los dialectos, si representan los regiones diferentes y las personas en esos regiones que consideran su dialecto como el dialecto de su gente.

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Language and Linguistics: Dialects | NSF - National Science Foundation

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Research in dialects helps scientists understand the fundamental principles that underlie language differences, language innovation and language variation in time and space. The research also helps the public understand language diversity and offers a new perspective on national debates associated with various dialects - for example, should people be encouraged to eliminate "nonstandard" ways of speaking?

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Por la mayor parte, los países hispanohablantes tienen su propios acentos. El vídeo da ejemplos de los acentos de mejicanos, argentinos, caribeños, venezolanos, costarriqueños, cubanos, colombianos y brasileros. Cada país tiene algo que distingue su acento de los otros; los argentinos substituyan el sonido de 'll' con 'sh' y los costarriqueños substituya el sonido de 'r' con 'l'. Es sorprendente, como el vídeo explica, que todos estos diferentes acentos en realidad vienen del mismo país: España.

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Este articulo presenta los diferentes dialectos de los estados unidos y las diferencias entre los dialectos. Un dialecto es dialecto de Eastern New England que sueltan la 'r' y lo substituyan con un 'h'. Otro dialecto es el Gulf Southern que conocemos de ser el dialecto del "deep south." Este dialecto se origino de una mezcla de colonos ingleses y franceses. Este articulo presenta un listo de 24 regiones dialécticos de los EEUU; es interesante como tenemos tantos dialectos diferentes en un solo país.

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Yo nací en Venezuela pero mi familia y yo nos mudamos a los estados unidos cuando estuve muy joven, entonces no tengo el acento Venezolano ni hablo con las frases que usan los Venezolanos. Pero mi familia si tiene el acento Venezolano y siempre he notado que ese acento es muy diferente del acento mexicano que he escuchado con frecuencia en Texas. Unos de mis frases favoritos son "chevere" y "de pinga," que significan que algo es bueno o de película. El sitio tiene muchas mas frases que muestra los varios frases que distinguen el español venezolano con el español del resto del mundo.

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Las palabras presentadas a continuación forman parte del lenguaje coloquial utilizado en nuestro país, además, se incluyeron algunas que identifican elementos típicos de nuestra cultura. Para seleccionarlas, sólo se recurrió a los conocimientos previos del habla popular de Venezuela en distintas y variadas regiones del país. Se desconoce el origen de la mayoría de las palabras, sin embargo, su significado es correcto, y no por esto dejan de estar sujetas al cambio propio de la lengua hablada.

Nota*: las palabras con este signo * significa una mala palabra o groserías
A
¡A LA MOLLEJA!*: Expresión utilizada generalmente en la zona zuliana de Venezuela para resaltar algo fuera de lo común, impresionante o enorme en cuanto a su tamaño; al igual que decir ¡Dios mio!

¡A LA VERGA!*: Expresión utilizada generalmente en la zona zuliana de Venezuela para resaltar algo impresionante o fuera de lo común; al igual que decir ¡Dios mio!

¡AGUAS!: Expresión usada por los hampones, para avisarle a sus compañeros que la policía está cerca y de esta manera huir.

ABÁNICO: Sinónimo de ventilador (aparato electrónico que crea corrientes de aire artificiales). Maracaibero

AGARRAO: Persona egoísta.

AGUANTA CALLAO: Paños de cocina que se utilizan para agarrar las ollas calientes. Maracaibero / Hacer silencio, no decir nada de lo que se ve.

ALGODÓN: Algo. / Usualmente para definir algo fácil.

AL MAMÓN: Se utliza cuando se quiere expresar admiración o posible impaciencia.

AÑO E LA PERA: (año de la pera). Se refiere a un tiempo que no existirá "yo jugaré contigo en el año e la pera"

APORREAO: Efecto de golpearse. También se le da la connotación de estar sufriendo los efectos de un porro.

AREPA: Comida típica de la gastronomía venezolana, hecha a base de harina de maíz o de trigo, tradicionalmente se come rellena.

ARRECHO*: Algo que es de calidad, bonito. También es un sinónimo de "enfadado" "molesto", muy usado en Venezuela. (Arrechísimo)

AZOTE DE BARRIO: Delicuente. Ladrón.
B
BACALAO O BAGRE: Nombre despectivo que se le da a una mujer muy fea.

BAJARSE DE LA MULA: Origen desconocido. Significa: dar todo lo que tengas en el momento. En los tiempos de la colonia cuando el medio de transporte era el caballo, los forasteros cuando robaban a la gente siempre les decían: ¡bajánse de la mula y den todo lo que cargaos encima! Lo de la mula sólo era para hacerles referir que el caballo era insignificante, con el tiempo se supo que cada vez que alguien decía ¡bájate de la mula! era por causa de un asalto. En la actualidad se usa en el contexto de robo y de pagar deudas: ¡chamo tienes que pagarme hoy, bájate de la mula!

BALURDO: Algo que está fuera de moda o que es muy ridículo.

BANDEARSE: Hacer algo sin ayuda de nadie.

BARRANCO: Persona con la que no se deseaba estar. Generalmente es causado por el consumo de alcohol o drogas.

BECERRO: Insulto que generalmente hace referencia que no se está a la altura de los demás.

BESTIAL: Dícese de algo muy bueno.

BIRRA: Cerveza, proveniente del italiano "Birra", pero actualmente esta palabra ha sido incorporada al dialecto "veneco" para referirse sólo a las cervezas.

BOBO: Término ofensivo. Con carencia de inteligencia. Se utiliza mucho en los Andes venezolanos (Mérida, específicamente).

BOJOTE: Palabra que se refiere a un montón o una agrupación de algo.

BONCHE: Fiesta, agasajo, reunion entre amigos o familiar.

BOMBONA: Botella grane, frecuentemente usado para pedir un licor

BRODER: pana, amigo de confianza, expresar cortesía a sujetos que no se conocen. Proveniente del Inglés Brother=hermano. BRO: abreviación de "broder"

BULULÚ: Aglomeración de gente en determinado lugar.

BURDA: Adjetivo coloquial de cantidad, sinónimo mucho.

BRUTAL: Adjetivo calificativo, que se refiere a la idea de algo que pasa los límites de calidad.
C
CABILLA: Algo que es de buena calida o algo que es difícil.

CACHAPA: 1) Comida típica venezolana, hecha de maíz en forma de tortilla. 2) Mujer lesbiana.

CACHO: infidelidad o adulterio.

CACHUCHA: Gorra.

CAER PESADO: Cuando una persona no te "cae bien" o no te gusta su manera de ser.

CALIDAD: Usada en los andes. Es el equivalente de Chévere.

CAMBIO DE LUCES: Informalmente recibe el nombre de -indirectas-, coqueteo, galanteo y conquista del sexo contrario.

CANGREJO: Problema muy difícil. Cuando en vez de solucionarlo se complica más, y va para atrás como el cangrejo.

CAÑA: Alcohol

CARA 'E CULO*: Persona que normalmente o en ocasiones esta molesta o seria.

CARAJITO: Diminutivo para una persona menor, específicamnete un niño o adolescente.

CARAJO*: 1-Proveniente de los antiguos navegantes, que enviaban a los que violaban las normas para la cúspide de los barcos que se le daba el nombre de Carajo. "Vete pal carajo" En Venezuela es una palabra para expresar a la persona con quien se habla que se retire de su vista. Ejemplo: "vete al infierno". 2- Para nombrar a una persona: "este carajo"

CARREAR: 1-Engañar. 2- Dejar a alguien esperando y no llegar.

CAUCHOS: exceso de grasa en la cintura y el abdomen de una persona.

CHALEQUEAR: 1- Molestar. 2- Burlarse de alguien.

CHAMO(A): Niño, joven amigo, persona desconocida. Proveniente del francés "Chemin".

CHAVACANO: Adjetivo que significa: algo que carece de estilo.

CHELA: Cerveza.

CHÉVERE: Significa que todo está bien.

CHEPO: Alguien chismoso.

CHIRIL/ES: Objetos viejos que ya no estan en uso, pero se mantienen en guardados algun depósito.

CHIVERA: Venta de vehículos o partes de estos que son considerados chatarra.

CHOCHECO: Palabra utilizada en la región Andina (en especial San Cristóbal), y hace referencia al fruto, que aun verde, es un acompañante típico en la comida venezolana.

CHOCO: Llevar una enorme ventaja sobre alguien o algo.

CHOLA: 1) Calzado informal pero muy cómodo. 2) Acelerador del automóvil. La frase "¡chamo, písale la chola!" significa: ¡acelera! 3) Pechos de la mujer, usado en región zuliana.

CHORETO: Algo deforme o que no está como debería estar.

CHORO: Hampón, maleante, ladrón.

CHULETA: Persona que se aprovecha del dinero de otro para obtener beneficio personales.

CHUPA MEDIAS: Cobista y adulador, persona que enzalsa a otra persona (generalmente alguien que es mayor en un cargo) con fines de ganar su confianza o de ser su mano derecha.

COAJO: Coágulo.

COLA: 1) Fila. 2) Aventón.

COLOMBICHE O COLOMBO: Apodo que se le otorga a los Colombianos.

COMPINCHE: Término para llamar a un amigo o pana.

CONEJO: Persona muy recta, formal y tímida.

COÑO*: Palabra que se usa para expresar diferentes situaciones. Ejemplo ¡coño no te habia visto!. Para referirse a alguien: ¡Este coño estaba desaparecido!

COROTOS: 1) Objetos. 2) Platos.

COSTILLA: Referente a pareja; utilizado para expresar la unión con alguien. Ejemplo: "¡Yo estaba con mi costilla!"

CUAIMA: 1) Mujer de mal carácter que domina o quiere dominar a su pareja. 2) Esposa.

CUCA*: Se utiliza mucho por los militares para hacer referencia a un soldado que conciente mucho a sus subalternos. 2- (Vulgar) Término con que se denomina la vulva de la mujer.

CULITO*: 1) Chica bonita. 2) Chica con la que solo sales a las fiestas.

CULICAGAO: Adjetivo que se refiere a las personas miedosas.

CULILLO*: Sinónimo de Miedo.

CURDA: Alcohol, cerveza. Referente a caña, miche, birra, los palos.
D
DAR LA COLA: Un aventón o un empujón.

DARSE LOS BESOS: Besarse con un (a) desconocido (a).

DE CHIRIPA: (chiripa significa muy pequeño) 1) Suerte. 2) Algo bueno que estubo muy cerca de ser malo, por ejemplo: ¡Chamo, pasé el examen de chiripa!.

DE PINGA: Algo muy bueno. Se refiere a la idea de satisfacción. Palabra machista.

DESNALGUE*: Acción de desatarse. Generalmente en una fiesta con mujeres.
E
ECHARSE LOS PALOS: Beber tragos de alcohol.

ECHAR LOS PERROS: Coquetear y conquistar a una persona del sexo contrario (o del mismo sexo), se dice echar los perros porque sueltas todas tus ideas con gran inspiración.

ECHAR CARRO: Expresión que significa que alguien no está haciendo nada o descansando, generalmente utilizada cuando no se está haciendo nada y se tiene mucho que hacer.

EMBUSTE: Mentira, falsedad, engaño. Se usa en la región oriental del país. EMBUSTERO: mentiroso.

EXPLÍCOLES POR QUÉ: Palabra usada generalmente en la zona oriental de país. Significa Explicar el por qué de algo.

ENCUCAO*: 1) Hombre muy enamorado. 2- Hombre que es privado de hacer lo que a él le apetece debido al sometimiento de su mujer.
F
FARFULLO: Persona que no cumple su palabra o promesa.

FARANDULERO: 1) Persona muy social que tiene contacto con artistas y se aprovecha de esto para lucirse. 2) Fiestero.

FU: Expresión que se da para determinar el desagrado de algo.

FACHA: Dícese de una indumentaria inadecuada, expresa estar mal vestido. por ejemplo: "viste que horrible estaba vestida, se puso la peor facha"

FIRI-FIRI: Alguien muy delgado.

FRIKEADO: Proveniente del inglés Freak=monstruo, que es muy utilizada en España como Friki=loco. En Venezuela Friqueado es una persona alocada.

FOFORITO: 1) Mini explosivo que se usan para celebrar las fiestas decembrinas y algunas tradiciones andinas como la paradura del niño. 2) Persona o niño muy inquieto.

FUMAO: Aquella persona que realiza actos fuera de lo común, generalmente causados por el consumo de drogas.
G
GORDA/O CEBOLLA: Persona obesa de características generales feas.

GUACHIMÁN: (Proveniente del Inglés "Watch Man" -Vigilante-). Se le dice a los vigilantes o guardias. Su uso se originó en el Callao, Edo. Bolívar.

GUARIMBA: Desorden de la sociedad en las calles. Cuando en las protestas se usan explosivos, se queman cauchos y se atenta contra la propiedad pública y privada e incluso en contra de personas.

GUARO: Gentilicio de los Larenses (Lara) para calificarse y llamarse entre ellos.

GÜEVO*: 1) Pene. 2) Persona muy inteligente. Palabra netamente machista, ya que hace referencia que el hombre es el inteligente, lo bueno y la mujer siempre va a ser lo malo.

GÜINO/A: Niño(a). Utilizado en los estados andinos con un tono despectivo.
H
HACER UNA VACA: Recolectar dinero entre varias personas.

HACERCE EL LOCO: Holgazanear, vagar y fingir no saber nada.

HACERCE EL WILLY: Holgazanear, vagar.

HALLACA: Comida navideña típica en Venezuela.

HAMBRIADO: Término que se usa específicamente en la región Andina (Mérida), que significa persona que tiene mucha hambre.

HEDIONDO: Adjetivo que se le da a personas o cosas que emananan un olor muy desagradale.

HIJO DE LA CHUCUTA*: (Juelachucuta).

HIJO E' PUTA*: Término que se utiliza para definir que una persona es mala persona. Usado en la Región Andina Venezolana.
I
INDIO: palabra que se usa de manera despectiva para referirse a alguien que desconoce o ignora de algo, alguien o alguna situación.
J
JEVA: Novia, prometida.

JURUNGAR: Meter las narices donde no se debe.

JODER*: 1) Usado en nuestro país refiriendose a los términos: Molestar, Fastidiar. 2) dañar algo.

JALA BOLAS O JALA MECATE:Chupa media,persona aduladora.
K
KANGURO: Una resaca muy grande.
L
LABIA: 1) Una mentira. 2) Palabra usada para referise a las palabras alagadoras de una persona para conquistar sentimentalmente a alguien, por ejemplo: ese chamo tiene una labia impresionante, enamoró a esa chama en el acto.

LADILLA: 1) Alguien fastidioso o cansón. 2) Estar fastidiado, por ejemplo "tengo ladilla", es decir "estoy fastidiado".

LAMBÚCEO: Alguien que quiere comer muchísimo, así no tenga hambre. Por ejemplo: El que en una fiesta se sienta al lado de la mesa de pasa palos para esperar que la abran y así aprovechar y dejar a los demás sin comida.

LAMPAZO: Expresión utilizada para señalar a un utensilio de limpieza en el hogar; también es conocido en diversas zonas del país como coleto, limpión, trapeador, entre otros.

LANDRO: Abreviación de malandro.

LAS FRÍAS: Las cervezas.

LATEAR: Darse las latas (besos).

LEPE: Golpe brusco efectuado con los dedos índice y medio.

LERDO: Persona muy ingenua.

LECHE, MALA LECHE, ¡QUÉ LECHE!: Suerte

LECHÚO: Alguien que tiene mucha suerte.

LENTO: 1) Persona falta de entendimiento, que es lenta a la hora de entender algo. 2) Persona de poca inteligencia.

LIGAR: Acto de establecer alguna relación sexual o sentimental entre dos personas.

LIMPIO: Persona que se ha quedado con poco o nada de dinero.

LOS ROLLOS: Pequeñas acumulaciones de grasa que se forman en la barriga (abdomen).

LORA: Para expresarse de manera despectiva sobre algún objeto, ejemplo: El carro de mi papá es una lora. Esa computadora que tu tienes es una lora, no sirve pa' nada.

LIGERO: Expresión utilizada en la zona andina del país que responde a la idea de livianes. Sinónimo de liviano.

LLORAR PAL' MONTE: Significa que no hay a quién reclamar. Ejemplo: Si llegaste tarde al examen, vas a tener que llorar pal monte.

LLORAR PAL' VALLE: Expresión parecida a la anterior (Llorar pal' monte)
M
MACHETE: 1) Cuchillo para cortar pasto o ramas. 2) Pene.

MACOLLA: Grupo de gente.

MANGÜEREAR: Holgazanear.

MAMAO: Estar cansado.

MAMARRACHADA: 1) Algo que está mal o que arruina algo. Por ejemplo: lo arruinaste con esa mamarrachada. 2) Hacer algo a medias.

MAMARRACHO: 1) Algo que está mal, amorfo. 2) Palabra para tíldar a alguien que está mal arreglado o que es horrible.

MAMONAZO: Fuerte golpe recibido.

MANGO BAJITO: Algo que es muy fácil de conseguir.

MANOSEAR: Tocar algo. 2) Contacto fisico sexual con alguien, sin llegar al coito como tal.

MANO METIBLE: Calificativo que se otorga a las personas que poseen buen cuerpo.

MATUSALÉN: Persona muy vieja. Ejemplo: Ese sujeto que va por allá es más viejo que Matusalén.

MEADERO: Urinario, donde se orina.

MELAO: Dícese de dulce.

MENOR: 1) Palabra utilizada por personas mayores de edad para despreciar o para insultar a los menores de edad. 2) Palabra utilizada para despreciar a alguien que es menor que otra en algún cargo, posición o estatura.

MENTEPOLLO: Referente a una persona excesivamente inmadura.

METEORO: Aguien muy rápido.

METER MANO: Acción de propasarse o faltar el respeto a una mujer. O en algunos casos la mujer al hombre..

MICHE: Caña, alcohol. Se dice en las zonas andinas.

MINGÓN: Niño muy mimado.

MOCHAR: Quitar una parte de algo.

MOLLEJÚO: Palabra zuliana que significa grande, enorme, de grandes proporciones.

MUÉRGANO: Alguien que se sale con la suya.
N
N.P.I.: Ni Puta Idea. Palabra muy usada entre los jóvenes de hoy en día.

NA' GUARÁ: Expresión que significa que algo es impresionante o que está muy bien.

NA' GUEVONÁ*: Expresión que significa que algo es impresionante o que está muy bien.

NECIO: Persona muy fastidiosa.

NOTA: Algo muy bueno, excelente o de mucha clase.
Ñ
ÑAPA: Se refiere al "bonus", el adicional. Últimamente,esta palabra ha venido cayendo en desuso.

ÑOÑO: Persona muy estúpida. Proveniente del programa de televisión cómico mexicano El Chavo, en el cual un niño obeso llamado "ñoño" se comportaba de manera muy infantil y estúpida.
O
¡OH RIGOR!: Frase usada en algunos pueblos del páramo merideño, para expresar extrañeza de algo.

ORGÁSMICO: Se le dice a algo que esta muy bueno.
P
PABELLÓN CRIOLLO: Comida típica venezolana. Consite en arroz con carne mechada, tajadas (plátano frito en pequeños pedazos) y caraotas.

PACA: Montón de algo. Agente de policía del sexo femenino.

PACHANGA: Fiesta. Palabra muy ochentona, en la actualidad es de uso poco común en Venezuela.

PAJA*: 1) Mentira, engaño, embuste.2) Masturbación.

PAJÚO*: Persona mentirosa o chismosa.

PAGÜER RENYER: Palabra que proviene de la serie de super héroes llamados en inglés "power rangers" = peleadores poderosos que luchaban contra monstruos. En venezuela se denominan así a los hombres que (según las opiniones de otro) tienen como pareja un monstruo, es decir, una mujer muy fea.

PALO E' AGUA: Aguacero, fuerte lluvia. También usada para referirse a un Hombre que pretenda tener algún amorío con cualquier mujer que se le acerque.

PANA: Amigo, persona de mucha confianza. Buena gente.

PAPA: Comida. Algo con apariencia deforme, que se le atribuye a los musculos de gimnasio.

PAPAYA: En parecido al término de "mango bajito". se refiere a una cosa muy fácil de obtener.

PAPEAR: Acción de comer.

PASA PALO: Pequeñas porciones de comida que se ofrecen en fiestas, antes de la comida principal. Obtuvo el nombre de "pasa palos" porque cuando se bebe alcohol se necesita comer para mantenerse sobrio, y entre los "palos" (tragos) se necesitaba algo que los "pasara" (aliviara).

PASTELERO: Persona que simpatiza por dos partes.

PATA EN EL SUELO: Es un diminutivo. Generalmente significa pobreza.

PATARUCO: Algo deforme. Se le dice así a las personas cojas o que tienen algún problema para caminar.

PEA: Expresión para determinar que alguien se encuentra en estado de ebriedad. (Embriaguez)

PEGAO: Persona de movimientos lentos. La mayoría de las veces se refiere a personas que están en drogas.

PELAR GAJO: Fallar o Fallo.

PELAO/PELADA: niño/niña

PELÚO: (De peludo) Término que indica dificultad en algo; es utilizada comúnmente por los jóvenes en expresiones cotidianas que denotan un obstáculo o bien algo difícil de realizar. Ejemplo: "¡El examen estaba Peluo!".

PENDEJO*: Persona muy tonta. También es muy utilizada para insultar a alguien que ha sido estafado o burlado por otra persona.

PINGA*: 1) Pene. 2) Objeto, sinónimo de uso coloquia de "vaina".

PINGO: Sinónimo de persona, sujeto.

PIRAO: Se denota como una expresión de prisa, o de rapidez al caminar. Se presume que es una expresión utilizada por primera vez por personas q viajaban al extranjero (a los Estados Unidos), y hacían alusión a "SPEED OUT".

PISTÓN: galanteo y coqueteo que realizan las mujeres.

PODRIDA(O) DE BUENO: (Podrío e güeno):

POLICÍA DE VALERA: Valera, ciudad importante del estado Trujillo, que cuando ésta era un simple pueblo, los policías eran muy holgazanes. De ahí proviene la expresión, "NO TE ME HAGAS EL POLICÍA DE VALERA".

PONCHERA: Alguien muy condescendiente con falta de carácter.

PONERSE POPY: Personaje de la televisión y radio venezolana. Payaso que daba mensajes de una manera "ridícula", y la gente empezó a decir: ¡chamo, no te me pongas Popy! es decir, ¡no te hagas el payaso!

PORRO: Cigarro, generalmente hecho de marihuana.

PUNTAS: Expresiones o palabras de riña entre personas que se llevan mal disimuladamente. Generalmente se habla de "lanzar puntas", por ejemplo: ¿no notaste las puntas que se estaban lanzando?

PRIMO/A: Gentilicio que los zulianos le dan a las personas que conocen, amigos, o simples paisanos.

Q

QUEDAO: Persona con carencia de energía. Alguien lento para aprender generalmente porque posee poca inteligencia.

QUESO: Acumulación de ganas de tener sexo.

QUESÚO: Persona que necesita y/o quiere tener relaciones sexuales con otra.

QUE MOLLEJA: Expresión muletilla usada generalmente por los habitantes de la region zuliana, que refiere a ideas de admiración, desespero, para señalar algo.

QUINTO SUEÑO: Es cuando una persona llega al sueño profundo.

R

RASCA: Efecto causado por exceso de alcohol después de beber mucho.

RASCAO: Persona bajo los efectos del alcohol.

RASPA RASPA: Explosivo de mayor tamaño que el fosforito, usado con los mismos fines.

RATA: Persona que se comporta con maldad o que ha traicionado a alguien.

RATÓN: Resaca.

ROLITRANCO E'.... : Es una palabra comodín que funciona como adjetivo "aumentativo" que se usa antes de una anécdota o antes de nombrar al objeto. "Rolitranco e' carro se compro el vecino".

ROÑOQUERO: Persona muy mentirosa. Esta palabra proviene del apodo que se le dio a Carlos Bernal Mijares conocido en su pueblo como el hombre mas embustero del mundo.

RUMBA: Quizás sea una de las palabras más usadas en Venezuela. Se refiere a fiesta. En realidad casi todo lo que tenga que ver con festejo en nuestro país, se le da el nombre de Rumba.

SAPO: Persona chismosa. Algunas personas se refieren de esta manera a los oficiales de la policía.

SARRAPASTROZO: Persona que anda arrastrada y mal arreglada.

SALAO: Persona que tiene muy mala suerte.

SALA BURRERA: Dar golpes entre varios individuos a un sólo sujeto como castigo o pago de deudas.

SEBO: Nombre que se le da a la exitación antes de realizar el acto sexual.

SENDO/A: Sinónimo venezolano de Gran. Ejemplo: ¡Qué gran camioneta tiene mi tío! - ¡Qué senda camioneta tiene mi tío!

SEGUNDA: Hacer la segunda. Favor o ayuda, hacer un favor.

SIFRINO/A: Persona muy pretenciosa, con un gran ego. Generalmente utilizada para tildar a personas con mucho dinero que se valen de esto para sentirse mejor que los demás.

SINGAR: Realizar acto sexual.

T

TA' BARATO, DAME DOS: Utilizada a mediados del siglo XX en Venezuela, por la situación económica que vivía el venezolano y bajos costos de los productos. Se dejó de utilizar a finales de los '80. Ahora se utiliza de forma irónica, Ej.: Ese equipo de sonido cuesta más de medio millón de bolívares; Está barato, dame dos por favor.

TAJADAS: Comida típica venezolana, plátano frito cortado en rebanadas.

TANGANAZO: Golpe con la mano o con un objeto.

TOCHE: Persona torpe. Es netamente proveniente de los andes. Especialmente de Mérida. En algunas zonas del Táchira lo usan para referirse al pene.

TORIPOLLO (Cuerpo de toro y mente de pollo): Persona grande, robusta pero su comportamiento no se considera adecuado (inmaduro).

TRIPEO, TRIPEAR: Disfrutar mucho de algo o alguien. ejm: El viaje a la playa fue un tripeo total. - Ese pana es un tripeo.

TRIFULCA: Alboroto o manifestación.

TROMPA: Boca.

TROMPA 'E COCHINO: Se llama asi a la expresión facial que hacen las personas cuando están molestas.

TRONAR: El efecto que causa el alcohol o drogas ilegales en exceso, ejm: Ayer bebimos ron y agarramos senda trona.

TULLÍO: Alguien que tiene mucho frío o esta fuera de sí.

U

UISHH: Onomatopeya. Gesto o palabra que expresa desagrado hacia algo o alguien... Comúnmente usada en Los Andes Venezolanos.

V

VAINA*: se usa para definir : objeto, situación, lugar.

VA SIÉ: Expresión que significa lo mismo que "no puede ser".

VENECO: Apodo que se le da a los Venezolanos.

VENEGORDO: Palabra oriunda de caracas. se empezó a emplear en las universidades entre 2003 y 2007. En realidad su significado quiere decir: Prototipo del Hombre Venezolano (de esto les ampliaré después).

VERGACIÓN: Palabra utilizada generalmente en la zona Zuliana de Venezuela para exaltar algo que está muy bien, o que está muy mal. También utlizadada para expresar que se está harto de algo.

VERGATARIO: Adjetivo que se refiere a excelencia, a cosas muy buenas.

W

WON*: (Güón) Abreviación de -Güevón- Colilla usada frecuentemente por los jóvenes, para hacer ahínco en nombrar a la persona con la que se habla (hombre).

YUYA: Insulto, que significa de una manera "menos grotesca": la madre tuya.

Z

ZORRA: Prostituta. Mujer regalada.

ZANAHORIA: Persona sana.

ZANGANO: tramposo.

ZAPEROCO: palabra usada para referirse a desorden.

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Como Hablar Con Expresiones Venezolanas (Tema De Interés)

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Las palabras presentadas a continuación forman parte del lenguaje coloquial utilizado en nuestro país, además, se incluyeron algunas que identifican elementos típicos de nuestra cultura. Para seleccionarlas, sólo se recurrió a los conocimientos previos del habla popular de Venezuela en distintas y variadas regiones del país.

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Capítulo 7: Variacion linguistica en espanol 

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Capítulo 7: Variacion linguistica en espanol 

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Lahiponimia es una relación entre palabras en que una palabra incluye la otra. Azul y rojos son tipos de colores, entonces son co-hipónimos. Como podemos ver en ejemplo abajo que puede existir niveles diferentes de hipónimos. La palabra que incluye los otros se refiere como hipernomino.

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Una forma de comedia es el juego de palabras en cual el cómico o cómica manipula el pragmática del discurso para crear oraciones graciosos. En este vídeo de Les Luthiers, el cómico lee de su libreto y hace juego de palabras cuando usa los retruécanos, homónimos, etc. para entretener la audiencia.

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Los modismos en Italiano son interesantes porque aunque tenga modismos similares al de Ingles también hay modismos que so se traducen al Ingles. Modismos como "mangiare como un maiale (to eat like a pig)" y "dalla padella a la brace (from the frying pan into the fire)" se usan en Ingles. Pero también hay modismos que serían considerados cómicos; unos ejemplos son "se non è zuppa è pan bagnato" (if it's not soup, then it's wet bread) que se usa cuando uno habla de dos cosas muy similares y "rivoltarsi qualcuno come un guanto (to turn somebody like a glove) que se usa para describir alguien que puede manipular las personas fácilmente.

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Combining the ease & interactivity of software with the convenience and power of the portable Pimsleur Method™.

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foreign language learning programs online

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Learn Languages Online - Language Learner Success | Pimsleur®

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Combining the ease & interactivity of software with the convenience and power of the portable Pimsleur Method™. LEARN REVIEW left-quote Created with Sketch. I was very surprised that this product actually worked. My retention of the material in each lesson far exceeded any other learning method I've used prior.

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Los homónimos, homófonos, homografías y heteronominos son conceptos lingüísticos muy similares. Todos representan palabras con significados diferentes. Los homónimos tienen sonidos iguales y ortografías iguales o diferentes; los homófonos tienen sonidos iguales y ortografías diferentes; las homografías tienen sonidos iguales o diferentes y ortografías iguales; los heteronominos tienen sonidos diferentes y ortografías iguales.

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Explanation of Homonyms, Homophones, Homographs and Heteronyms

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Use Buzzy Bee Riddles to teach Kids about Homonyms, Homophones, Homographs and Heteronyms. Great Teaching Aid from Children's Storybooks Online.

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Hablando con mi abuelo, descubrí que se habla muchos "dialectos" en Italia. Pero en realidad, no son dialectos sino idiomas diferentes de las regiones de Italia. El idioma italiano es un dialecto del toscano florentino que fue implementado por el gobierno después de la unificación de Italia en el siglo diecinueve. Aunque estamos viendo hoy en día que las lenguas menores se usan menos y que algunas están en peligro de extinción, es interesante ver como la juventud de la nación tiene correlación al presencia de varias lenguas regionales por Italia.

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Durante este capitulo me puse a pensar porque muchas lenguas europeas tenían tanto común. Descubrí que la migración de los indoeuropeos permito la propagación de la lengua sobre una enrome región de España hasta India. Esto explica porque el idioma inglés fue influido por lenguas germánicas y el latín. También explica porque hay tantos cognados entre las lenguas; tienen la misma lengua de origen.

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El desarrollo del idioma inglés es muy interesante porque es una idioma germánica que también tiene elementos del latín. El vídeo refiere a varios grupos germánicos que contribuyeron a la lengua como los Célticos, los Anglosajones y los vikingos y la influencia latina por los Romanos. También refiere a como la religión cristiana introdujo el alfabeto latino en el inglés antiguo. Es sorprendente ver como la historia de una lengua pueda ser influido por los grupos que ocupan los regiones.

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Importance of Language

Language is a major distinguishing feature of humans as a species. No other species can communicate as clearly and effectively as we can. Across the globe, many different languages have developed over long periods of time. Let's look briefly at how the English language developed.

The Beginnings of English

Languages are split into language families, which are basically related groups of languages. Think of a language as a living entity that does not die out completely. Instead, it will evolve in order to accommodate a changing society. For example, Latin is often thought of as a dead language. But you can also view it as a language that changed to become Spanish, French, and even Italian. We'll focus today on English, which is a part of the Germanic language family.

The island that is known today as England has been inhabited back to the dawn of man. Little is known of the language of the very first people, but eventually the Celts grew to be popular in the area between 400 and 200 BCE. The Celtic people became more widespread and even sacked Rome in 390 BCE. The Germanic and Latin languages of the time were incorporated into their Celtic language. Remnants of this language are present-day Irish, Scottish, and Welsh.

Roman Influence

The British islands, which are present day Wales, England, Ireland, and Scotland, were left to their own devices until the Romans began invasions around 50 BCE. They occupied the area for nearly 400 years, until finally leaving to defend lands closer to Italy in 410 CE. Over these years, the Romans had a major impact on the language.

Have you even taken a French or Spanish class? If you have, you most likely have noticed many similar words. For example, baguette, ballet, café, and fiancé are all French words that we use in English. Also, alligator, alpaca, burrito, and coyote are all of Spanish origin. Remember, French and Spanish are classified as Latin languages, whereas English is Germanic. The few hundred years of Roman occupation is just the beginning of the Latin influence on English.

Germanic Influence

You might be wondering, 'If the Latin languages had such an impact, then why is English classified as a Germanic language?' The answer is that the main influence on English actually came from the Germanic tribes who settled in central Europe. These languages include German, Dutch, Austrian, and Swedish.

Germanic invasions brought in an age of destruction and dark times. The invasion began around 449 CE after the Romans had left the territory. The Briton people had been dependent on the Romans for so long that they were not able to defend themselves from invading forces. The tribes that invaded were the Angles, Saxons, and Jutes.

Because of these tribes, the ancestors of Englishmen are classified as Anglo-Saxons. The Anglo-Saxon people pushed the Britons back towards present-day Ireland and Scotland. This invasion continued through the fifth century, and by the sixth century all the structure left by the Romans was in shambles. The Germanic tribes had such an influence on the region that English is known as a Germanic language.

Christian Influence

The first Romans brought Christianity to the Britons, but after the Germanic invasion, the religion almost completely died out. In 597 CE, Pope Gregory sent missionaries to the land to convert the people back to Christianity. This happened without much resistance, but the pagan influence of the Germanic people can still be seen today. For example, the holiday Easter is named after Germanic goddess Eastre.

At this time, the Latin alphabet was immediately incorporated into the language, since it is the alphabet of Christianity. Before this time, not much was written down due to little opportunities for education. Now, English began to be written down, and words from the Latin language became much more common. With this, education strengthened and a sort of intellectual movement began. Before now, English had been known as a lower-class language, but with education and writing, it grew to be respected.

The Viking Invasions

The next invading group was another Germanic group: the Vikings. These people came mostly from Danish Vikings in 787 CE. The Vikings invaded from the north, began to work their way towards the heart of the English society, and brought back a Germanic influence on English. Over a few hundred years of fighting and changes in the throne, the Vikings were eventually defeated and an English king took control. However, he died in 1066, which created a weakened kingdom. This would set the stage for the Norman invasion.

The Norman Invasion

Days after the king's death, Duke William of Normandy, France, invaded and conquered the English land, bringing in hundreds of years of French influence. The major impact of this historical event was the number of loanwords, which are borrowed words, incorporated into the English tongue. The Normans occupied the territory for over 300 years, but the lower classes were allowed to continue speaking their native English, which declined throughout those years but was never fully replaced by French. Technically, France was not ruling over England. Instead, England was still its own country, but with French rulers.

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history of the english language: influences & development - video & lesson transcript | study.com

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History of the English Language: Influences & Development - Video & Lesson Transcript | Study.com

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Language is a major distinguishing feature of humans as a species. No other species can communicate as clearly and effectively as we can. Across the globe, many different languages have developed over long periods of time. Let's look briefly at how the English language developed.

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En clase vimos algunos ejemplos de la morfología en el turco. La cantidad del sustantivo determina como se cambia la palabra. Se puede ver un efecto similar cuando observamos la morfología en los tensos del griego. Este vídeo explica los varios tensos que se usa en el griego y como se cambian las palabras en conjunción con el tenso que uno esta usando. Es sorprendente las similares y diferencias entre como se manifiesta la morfología en lenguas diferentes.

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Email: lessonsonlinetv@gmail.com Skype: lessonsonlinetv Any donation to the email above is welcome. (Paypal) A comment helped a lot concerning Ενεστώτας, after a minute or two of research I found it to be valid: -Wobbelkneut I think enestosas is comprised of en + (h)istamai: standing in.

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Cuando una persona esta hablando sobre el pasado en español, se usa dos tensos: el pretérito y el imperfecto. Como vimos en clase, los dos tensos se pueden usar intercambiable en la conversación para describir generalmente el mismo escenario. El vídeo de The Spanish Dude explica los usos gramáticos específicos de los dos tensos. Un ejemplo es que el pretérito se usa para describir algo que pasó en el pasado mientras el imperfecto se usa para describir algo que pasó habitualmente  en el pasado.

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Spanish Past Tense: Preterite Vs. Imperfect, Rule of Thumb

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Tensos diferentes para describir la misma declaración

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Tensos diferentes para describir la misma declaración

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En clase, vimos unos vídeos en cual dos mujeres describieron los peros que tuvieron en su juventud. Lo que me fascino de estos vídeos es que las dos mujeres utilizaron tensos diferentes para describir, en realidad, la misma cosa. Este articulo habla sobre este practico de uso intercambiable de los tensos en Ingles y las diferencias gramáticas entre el uso de los dos tensos.

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Here's a seemingly basic but rather perplexing grammar question e-mailed to me by FH, an English teacher in Iran:

"What is the difference between the following sentences?

"(A) 'I will study in the library tomorrow.'

"(B) 'I am going to study in the library tomorrow.'"

The two sentences above are using two different forms of the simple future tense in English. The first uses the modal "will" together with the verb "study" to express the idea that the speaker will do that activity; it's a simple expression of futurity. The second uses the so-called "be going to + verb" form of the future tense. This form has practically the same sense of futurity as the "will + verb" form, but it adds the element of an intention or plan to do the activity.

While practically interchangeable in the context of the two sentences presented above, these two future-tense forms could have significantly different meanings or nuances in other contexts.

Generally, the "will + verb" form is used to convey the willingness to do something on one's own volition, as in "I will sleep early tonight," or in response to somebody's request, as in "I will come tomorrow as you wish." The "will + verb" form is also used to express a promise, as in "I will meet you at the airport on Tuesday."

On the other hand, the "be going to + verb" form is used to signify an intention, expectation, or plan to do something, regardless of whether the action or activity has been clearly figured out or is just a wish or conjecture. Clearly figured-out future action: "We are going to tour Europe on our honeymoon." "Based on the first-month gate receipts, this new horror movie is going to break all box-office records." Wish or conjecture: "I am going to be a successful doctor someday." "We are going to be mortal enemies at the rate we are fighting."

When used to express the idea of a general prediction or guess about the future, the forms "will + verb" and "be going to + verb" can be used interchangeably to mean precisely the same thing. Compare: "This rainy season will be a perilous time for low-lying areas." "This rainy season is going to be a perilous time for low-lying areas." In situations like this, the speaker has little or no control at all on what might happen.

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Here's another interesting grammar question, this time from new Forum member Wentfor10:

"What is the difference, if any, between the sentences 'He speaks English like an Englishman' and 'He speaks English as an Englishman?'"
My reply to Wentfor10:

Those two sentences mean two different things altogether.

Depending on context, the conjunction "like" can mean "as if" or "in the same way that" or "in a way or manner that." In the first sentence, "He speaks English like an Englishman," "like" is used in the sense of "as if," so the sentence is synonymous with "He speaks English as if he is an Englishman." Aside from this sense, "like" can also be used in the sense of "in the same way that," as in "They detest each other like children do bad-tasting medicine"; and also in the sense of "in the way or manner that," as in "He negotiates deals like an old entertainment impresario should."

In contrast, in the sentence "He speaks English as an Englishman," the conjunction "as" is used in the sense of "in the way or manner expected of"-meaning that the speaker is, in fact, an Englishman and speaks English in the manner expected of an Englishman. This sense is entirely different from that of the sentence "He speaks English like an Englishman," which means that the speaker is, in fact, not an Englishman but can speak it as well as an Englishman does.

Visit Jose Carillo's English Forum at http://josecarilloforum.com. Follow me at Twitter.com @J8Carillo.

j8carillo@yahoo.com

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Two often interchangeable forms of the English future tense - The Manila Times Online

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Here's a seemingly basic but rather perplexing grammar question e-mailed to me by FH, an English teacher in Iran: "What is the difference between the following sentences? "(A) 'I will study in the library tomorrow.' "(B) 'I am going to study in the library tomorrow.'" The two sentences a

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La morfología es un aspecto interesante de las lenguas. En italiano, las palabras se conformen a la cantidad y el genero. La estructura del cambio es muy similar al de español aunque las letras que usan son diferentes. El imagen abajo menciona unos ejemplos de esta morfología.

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El alfabeto fenicio es el primer idioma confirmado del mundo. El idioma se extendió por el mediterráneo por comerciantes fenicios. El alfabeto fenicio influyo varios alfabetos, incluyendo el latín, el griego, el hebreo, el árabe y mas. Similar al cambio de ortografía en palabras a través del tiempo, podemos observar el cambio de los alfabetos y las formas de las letras. Un ejemplo es la evolución del alfabeto fenicio al alfabeto griego al alfabeto latino.

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Mientras la Taa tiene uno de los mayores grupos de sonidos del mundo, la lengua Pirahã tiene la menor cantidad de sonidos. Nada mas tiene 7 consonantes y 3 vocales. Esta lengua se habla por un grupo indigno de Brasil. La simplicidad y de la fonología concisa de la Pirahã es algo sorprendente. Otros aspectos interesantes de la idioma es que no tiene palabras para describir colores y que la idioma se puede hablar por pitar y tararear.

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La mandarina es una lengua tonal. La entonación es importante en determinando el significado de las palabras y los frases. Hay cuatros tonos diferentes que se usa en la mandarina; se indican por cuatro símbolos cuando se transcribe al alfabeto latino. Es muy interesante porque alguien puede decir dos frases completamente diferentes nada mas por usar la entonación incorrecta.

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Lesson 2- Tones and Intonations in Mandarin Chinese

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Please view Pre-lesson 3 presentation video before viewing lesson 3 video. PinYin chart: http://pinpinchinese.com/pinyin-chart/ I would recommend that the PinYin chart need not be memorized. Some of the sounds and combinations are rarely used in Mandarin Chinese and in fact used as part of spoken Chinese dialects.

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La lengua Taa se habla en Botsuana y Namibia. Algo interesante de la Taa es que tiene una colección extensivo de sonidos fonéticos . Por una cuenta, tiene por lo menos 58 consonantes, 31 vocales y 4 tonos. También se utiliza los sonidos "click." Por estos razones, la Taa es una idioma que me fascina con su alcance de sonidos y fonología distinta.

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La fonología árabe tiene mucho en común con la de ingles pero también hay muchos sonidos que no se comparten. Es intrigante como muchas letras árabes utilizan la lengua en una manera que no se consigue en el ingles. El vídeo muestra unas letras en que la lengua se sobresale de la boca, rozando contra los labios.

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Learn the pronunciation of Arabic letters the easy way

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2016 Update! Watch My New Video: https://www.youtube.com/watch?v=bE_OzKq1AGA Learn the correct pronunciation of the Arabic Alphabet. Make sure to subscribe to my new channel for more Arabic lessons. Link is above

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About a year ago I began to become acquainted with the online language community. Since that time I have found no hyperpolyglot more inspiring or controversial than Ziad Youssef Fazah. Over the past twenty years, he has been featured many times showcasing his talents on television programs in several European and South American countries including...

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Consejos para emprender idiomas en una manera efectiva

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Consejos para emprender idiomas en una manera efectiva

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Preface by Tim Ferriss

I've written about how I learned to speak, read, and write Japanese, Mandarin, and Spanish. I've also covered my experiments with German, Indonesian, Arabic, Norwegian, Turkish, and perhaps a dozen others.

There are only few language learners who dazzle me, and Benny Lewis is one of them.

This definitive guest post by Benny will teach you:

How to speak your target language today.

How to reach fluency and exceed it within a few months.

How to pass yourself off as a native speaker.

And finally, how to tackle multiple languages to become a "polyglot"-all within a few years, perhaps as little as 1-2.

It contains TONS of amazing resources I never even knew existed, including the best free apps and websites for becoming fluent in record time. Want to find a native speaker to help you for $5 per hour? Free resources and memory tricks? It's all here.

This is a post you all requested, so I hope you enjoy it!

Enter Benny

You are either born with the language-learning gene, or you aren't. Luck of the draw, right? At least, that's what most people believe.

I think you can stack the deck in your favor. Years ago, I was a language learning dud. The worst in my German class in school, only able to speak English into my twenties, and even after six entire months living in Spain, I could barely muster up the courage to ask where the bathroom was in Spanish.

But this is about the point when I had an epiphany, changed my approach, and then succeeded not only in learning Spanish, but in getting a C2 (Mastery) diploma from the Instituto Cervantes, working as a professional translator in the language, and even being interviewed on the radio in Spanish to give travel tips. Since then, I moved on to other languages, and I can now speak more than a dozen languages to varying degrees between conversational and mastery.

It turns out, there is no language-learning gene, but there are tools and tricks for faster learning...

As a "polyglot"-someone who speaks multiple languages-my world has opened up. I have gained access to people and places that I never otherwise could have reached. I've made friends on a train in China through Mandarin, discussed politics with a desert dweller in Egyptian Arabic, discovered the wonders of deaf culture through ASL, invited the (female) president of Ireland to dance in Irish (Gaeilge) and talked about it on live Irish radio, interviewed Peruvian fabric makers about how they work in Quechua, interpreted between Hungarian and Portuguese at a social event... and well, had an extremely interesting decade traveling the world.

Such wonderful experiences are well within the reach of many of you.

Since you may be starting from a similar position to where I was (monolingual adult, checkered history with language learning, no idea where to start), I'm going to outline the tips that worked best for me as I went from zero to polyglot.

This very detailed post should give you everything you need to know.

So, let's get started!

#1 - Learn the right words, the right way.

Starting a new language means learning new words. Lots of them.

Of course, many people cite a bad memory for learning new vocab, so they quit before even getting started.

But-here's the key-you absolutely do not need to know all the words of a language to speak it (and in fact, you don't know all the words of your mother tongue either).

As Tim pointed out in his own post on learning any language in 3 months, you can take advantage of the Pareto principle here, and realize that 20% of the effort you spend on acquiring new vocab could ultimately give you 80% comprehension in a language-for instance, in English just 300 words make up 65% of all written material. We use those words a lot, and that's the case in every other language as well.

You can find pre-made flash card "decks" of these most frequent words (or words themed for a subject you are more likely to talk about) for studying on the Anki app (available for all computer platforms and smartphones) that you can download instantly. Good flashcard methods implement a spaced repetition system (SRS), which Anki automates. This means that rather than go through the same list of vocabulary in the same order every time, you see words at strategically spaced intervals, just before you would forget them.

Tim himself likes to use color-coded physical flashcards; some he purchases from Vis-Ed, others he makes himself. He showed me an example when I interviewed him about how he learns languages in the below video.

Though this entire video can give you great insight into Tim's language learning approach, the part relevant to this point is at 27:40 ( full transcript here).

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#2 - Learn cognates: your friend in every single language.

Believe it or not, you already- right now-have a huge head start in your target language. With language learning you always know at least some words before you ever begin. Starting a language "from scratch" is essentially impossible because of the vast amount of words you know already through cognates.

Cognates are "true friends" of words you recognize from your native language that mean the same thing in another language.

For instance, Romance languages like French, Spanish, Portuguese, Italian, and others have many words in common with English. English initially "borrowed them" from the Norman conquest of England, which lasted several hundreds of years. Action, nation, precipitation, solution, frustration, tradition, communication, extinction, and thousands of other -tion words are spelled exactly the same in French, and you can quickly get used to the different pronunciation. Change that -tion to a -ción and you have the same words in Spanish. Italian is -zione and Portuguese is -ção.

Many languages also have words that share a common (Greek/Latin or other) root, which can be spelled slightly differently, but that you'd have to try hard not to recognize, such as exemple, hélicoptère (Fr), porto, capitano (Italian) astronomía, and Saturno (Spanish). German goes a step further and has many words from English's past that it shares.

To find common words with the language you are learning, simply search for "[language name] cognates" or "[language name] English loan words" to see words they borrowed from us, and finally "[language name] words in English" to see words we borrowed from them.

That's all well and good for European languages, but what about more distant ones?...

Well, it turns out that even languages as different as Japanese can have heaps of very familiar vocabulary. To show you what I mean, have a listen to this song (to the tune of Animaniac's "Nations of the World"), which is sung entirely in Japanese, and yet you should understand pretty much everything that I and the other Japanese learners are singing:

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This is because many languages simply borrow English words and integrate them into the new language with altered pronunciation or stress.

So to make my life easy when I start learning a language, one of the first word lists I try to consume is a list of "cognates," or "English loan words," which can be found quickly for pretty much any language.

#3 - Interact in your language daily without traveling.

Another reason (or excuse, depending on how you look at it) people cite for not learning languages is that they can't visit a country where it's a native language. No time, no money, etc.

Take it from me-there is nothing "in the air" in another country that will magically make you able to speak their language. I've done a lot of experiments to prove this (e.g. learning Arabic while living in Brazil).

I've met countless expats who lived abroad for years without learning the local language. Living abroad and being immersed is not the same thing. If you need to hear and use a language consistently to be immersed, can't virtual immersion be just as effective? Of course. Technology makes it possible for immersion to come to you, and you don't even have to buy a plane ticket.

To hear the language consistently spoken, you can check out TuneIn.com for a vast selection of live-streamed radio from your country of choice. The app (free) also has a list of streamed radio stations ordered by language.

To watch the language consistently, see what's trending on Youtube in that country right now. Go to that country's equivalent URL for Amazon or Ebay (amazon.es, amazon.fr, amazon.co.jp, etc.) and buy your favorite TV series dubbed in that language, or get a local equivalent by seeing what's on the top charts. You may be able to save shipping costs if you can find one locally that includes dubbing in the appropriate language. Various news stations also have plenty of video content online in specific languages, such as France24, Deutsche Welle, CNN Español, and many others.

To read the language consistently, in addition to the news sites listed above, you can find cool blogs and other popular sites on Alexa's ranking of top sites per country.

And if full-on immersion isn't your thing yet, there's even a plugin for Chrome that eases you into the language by translating some parts of the sites you normally read in English, to sprinkle the odd word into your otherwise English reading.

#4 - Skype today for daily spoken practice.

So you've been listening to, watching, and even reading in your target language-and all in the comfort of your own home. Now it's time for the big one: speaking it live with a native.

One of my more controversial pieces of advice, but one that I absolutely insist on when I advise beginners, is that you must speak the language right away if your goals in the target language involve speaking it.

Most traditional approaches or language systems don't work this way, and I think that's where they let their students down. I say, there are seven days in a week and "some day" is not one of them.

Here's what I suggest instead:

Use the pointers I've given above to learn some basic vocabulary, and be aware of some words you already know. Do this for a few hours, and then set up an exchange with a native speaker-someone who has spoken that language their whole life. You only have to learn a little for your first conversation, but if you use it immediately, you'll see what's missing and can add on from there. You can't study in isolation until you are vaguely "ready" for interaction.

In those first few hours, I'd recommend learning some pleasantries such as "Hello," "Thank you," "Could you repeat that?" or "I don't understand," many of which you will find listed out here for most languages.

But wait-where do you find a native speaker if you aren't in the country that speaks that language?

No problem! Thousands of native speakers are ready and waiting for you to talk to them right now. You can get private lessons for peanuts by taking advantage of currency differences. My favorite site for finding natives is italki.com ( connect with my profile here), where I've gotten both Chinese and Japanese one-on-one Skype-based lessons for just $5 an hour.

If you still think you wouldn't be ready on day one, then consider this: starting on Skype allows you to ease yourself in gently by having another window (or application, like Word) open during your conversation, already loaded with key words that you can use for quick reference until you internalize them. You can even reference Google Translate or a dictionary for that language while you chat, so you can learn new words as you go, when you need them.

Is this "cheating"? No. The goal is to learn to be functional, not to imitate old traditional methods. I've used the above shortcuts myself, and after learning Polish for just one hour for a trip to Warsaw to speak at TEDx about language learning, I was able to hold up a conversation (incredibly basic as it was) in Polish for an entire half hour.

I consider that a win.

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#5 - Save your money. The best resources are free.

Other than paying for the undivided attention of a native speaker, I don't see why you'd need to spend hundreds of dollars on anything in language learning. I've tried Rosetta Stone myself and wasn't impressed.

But there is great stuff out there. A wonderful and completely free course that keeps getting better is DuoLingo - which I highly recommend for its selection of European languages currently on offer, with more on the way. To really get you started on the many options available to help you learn your language without spending a penny, let me offer plenty of other (good) alternatives:

You really do have plenty of options when it comes to free resources, so I suggest you try out several and see which ones work well for you. The aforementioned italki is great for language exchanges and lessons, but My Language Exchange and Interpals are two other options. You can take it offline and see about language related meet-ups in your city through The Polyglot Club, or the meet-ups pages on Couchsurfing, meetup.com, and Internations. These meet-ups are also great opportunities to meet an international crowd of fellow language learning enthusiasts, as well as native speakers of your target language, for practice.

But wait, there's more. You can get further completely free language help on:

The huge database on Forvo, to hear any word or small expression in many languages read aloud by a native of the language

Rhinospike to make requests of specific phrases you'd like to hear pronounced by a native speaker. If you can't find something on either of these sites, Google Translate has a text-to-speech option for many languages.

Lang 8 to receive free written corrections.

The possibilities for free practice are endless.

#6 - Realize that adults are actually better language learners than kids.

Now that you're armed with a ton of resources to get started, let's tackle the biggest problem. Not grammar, not vocabulary, not a lack of resources, but handicapping misconceptions about your own learning potential.

The most common "I give up" misconception is: I'm too old to become fluent.

I'm glad to be the bearer of has found that under the right circumstances, adults show an intuition for unexplained grammar rules better than their younger counterparts. [Note from Tim: This is corroborated by the book good news and tell you that research has confirmed that adults can be better language learners than kids. This study at the University of Haifa In Other Words and work by Hakuta.]

Also, no study has ever shown any direct correlation between reduced language acquisition skill and increased age. There is only a general downward trend in language acquisition in adults, which is probably more dependent on environmental factors that can be changed (e.g. long job hours that crowd out study time). Something my friend Khatzumoto ( alljapaneseallthetime.com) once said that I liked was, "Babies aren't better language learners than you; they just have no escape routes."

As adults, the good news is that we can emulate the immersion environment without having to travel, spend a lot of money, or revert back to childhood.

#7 - Expand your vocabulary with mnemonics.

Rote repetition isn't enough.

And while it's true that repeated exposure sometimes burns a word into your memory, it can be frustrating to forget a word that you've already heard a dozen times.

For this, I suggest coming up with mnemonics about your target word, which helps glue the word to your memory way more effectively. Basically, you tell yourself a funny, silly, or otherwise memorable story to associate with a particular word. You can come up with the mnemonic yourself, but a wonderful (and free) resource that I highly recommend is memrise.com.

For instance, let's say you are learning Spanish and can't seem to remember that "caber" means "to fit," no matter how many times you see it. Why not come up with a clever association like the following one I found on Memrise:

This [caber -> cab, bear -> fitting a bear in a cab] association makes remembering the word a cinch.

It may sound like a lengthy process, but try it a few times, and you'll quickly realize why it's so effective. And you'll only need to recall this hook a couple of times, and then you can ditch it when the word becomes a natural part of your ability to use the language quickly.

#8 - Embrace mistakes.

Over half of the planet speaks more than one language.

This means that monolingualism is a cultural, not a biological, consequence. So when adults (at least in the English speaking world) fail at language learning, it's not because they don't have the right genes or other such nonsense. It's because the system they have used to learn languages is broken.

Traditional teaching methods treat language learning just like any other academic subject, based on an approach that has barely changed since the days when Charles Dickens was learning Latin. The differences between your native language (L1) and your target language (L2) are presented as vocabulary and grammar rules to memorize. The traditional idea: know them "all" and you know the language. It seems logical enough, right?

The problem is that you can't ever truly "learn" a language, you get used to it. It's not a thing that you know or don't know; it's a means of communication between human beings. Languages should not be acquired by rote alone-they need to be used.

The way you do this as a beginner is to use everything you do know with emphasis on communication rather than on perfection. This is the pivotal difference. Sure, you could wait until you are ready to say "Excuse me kind sir, could you direct me to the nearest bathroom?" but "Bathroom where?" actually conveys the same essential information, only removing superfluous pleasantries. You will be forgiven for this directness, because it's always obvious that you are a learner.

Don't worry about upsetting native speakers for being so "bold" as to speak to them in their own language.

One of the best things you can do in the initial stages is not to try to get everything perfect, but to embrace making mistakes. I go out of my way to make at least 200 mistakes a day! This way I know I am truly using and practicing the language.

[TIM: I actually view part of my role as that of comedian or court jester-to make native speakers chuckle at my Tarzan speak. If you make people smile, it will make you popular, which will make you enthusiastic to continue.]

#9 - Create SMART goals.

Another failing of most learning approaches is a poorly defined end-goal.

We tend to have New Year's Resolutions along the lines of "Learn Spanish," but how do you know when you've succeeded? If this is your goal, how can you know when you've reached it?

Vague end goals like this are endless pits (e.g. "I'm not ready yet, because I haven't learned the entire language").

S.M.A.R.T. goals on the other hand are Specific, Measurable, Attainable, Relevant, and Time-bound.

To start developing your SMART goal in a language, I highly recommend you become somewhat familiar with the European Common Framework that defines language levels. This framework provides you with a way of setting specific language goals and measuring your own progress.

In brief, A means beginner, B means intermediate, and C means advanced, and each level is broken up into lower (1) and upper (2) categories. So an upper beginner speaker is A2, and a lower advanced speaker is C1. As well as being Specific, these levels are absolutely Measurable because officially recognized institutions can test you on them and provide diplomas (no course enrollment necessary) in German, French, Spanish, Irish, and each other official European language. While the same scale is not used, you can also get tested in a similar way in Chinese and Japanese.

So what do you aim for? And what do words like "fluency" and "mastery" mean on a practical level?

I've talked to many people to try to pinpoint the never-agreed-upon understanding of "fluency," and I've found that it tends to average out around the B2 level (upper intermediate). This effectively means that you have "social equivalency" with your native language, which means that you can live in your target language in social situations in much the same way that you would in your native language, such as casual chats with friends in a bar, asking what people did over the weekend, sharing your aspirations and relating to people.

Since we are being specific, it's also important to point out that this does not require that you can work professionally in a language (in my case, as an engineer or public speaker, for instance). That would be mastery level (generally C2).

Though I've reached the C2 stage myself in French, Spanish and am close to it in other languages, realistically I only really need to be socially equivalent in a language I want to communicate in. I don't need to work in other languages. It's essential that you keep your priorities clear to avoid frustration. Most of the time, just target B2.

To make your specific goal Attainable, you can break it down further. For example, I've found that the fluency (B2) level can be achieved in a matter of months, as long as you are focused on the spoken aspect.

In phonetic languages (like most European ones), you can actually learn to read along with speaking, so you get this effectively for free. But realistically, we tend to write emails and text messages-not essays-on a day-to-day basis (unless you are a writer by trade, and you may not have those goals with your L2). Focusing on speaking and listening (and maybe reading) makes fluency in a few months much more realistic.

Finally, to make your project Time-bound, I highly recommend a short end-point of a few months.

Keeping it a year or more away is far too distant, and your plans may as well be unbound at that point. Three months has worked great for me, but 6 weeks or 4 months could be your ideal point. Pick a definite point in the not too distant future (summer vacation, your birthday, when a family member will visit), aim to reach your target by this time, and work your ass off to make it happen.

To help you be smarter with your goals, make sure to track your progress and use an app like Lift to track completing daily essential tasks.

You can join the Lift plan for language learning that I wrote for their users here.

#10 - Jump from Conversational (B1) to Mastery (C2).

The way I reach spoken fluency quickly is to get a hell of a lot of spoken practice.

From day one to day 90 (and beyond), I speak at least an hour a day in my L2, and my study time is tailored around the spoken sessions to make sure that my conversation is what's improving-not just my "general language skills" through some vague list of words I may never use.

So, for instance, I may start a session by asking what my native friend or teacher did over the weekend, and tell them what I did. Then I will share something that is on my mind lately and attempt to express my opinion on it, or allow the native speaker to introduce a new topic. It's important to take an active role and make sure you are having varied conversations. Have a list of topics you would like to discuss and bring them up (your hobbies, hopes for the future, dislikes, what you will do on your vacation etc.) and make sure the conversation is constantly progressing.

Lots of practice and study to improve those spoken sessions tends to get me to lower intermediate (B1) level, which means I can understand the other person speaking to me fine as long as they are willing to speak clearly and adjust to my level and mistakes. It's a LOT of work, mind you! On typical learning days I can be filled with frustration or feel like my brain is melting when-in fact-I'm truly making a lot of progress.

But the work is totally worth it when you have your first successful conversation with a native speaker. You'll be thrilled beyond belief.

To see what this B1 level looks like, check out these videos of me chatting to a native in Arabic (in person with my italki teacher!), and in Mandarin with my friend Yangyang about how she got into working as a TV show host:

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At this level, I still make plenty of mistakes of course, but they don't hinder communication too much.

But to get over that plateau of just "good enough," this is the point where I tend to return to academic material and grammar books, to tidy up what I have. I find I understand the grammar much better once I'm already speaking the language. This approach really works for me, but there is no one best language-learning approach. For instance, Tim has had great success by grammatically deconstructing a language right from the start. Your approach will depend entirely on your personality.

After lots of exercises to tidy up my mistakes at the B1 level, I find that I can break into B2.

At the B2 stage you can really have fun in the language! You can socialize and have any typical conversation that you'd like.

To get into the mastery C1/C2 levels though, the requirements are very different. You'll have to start reading newspapers, technical blog posts, or other articles that won't exactly be "light reading."

To get this high-level practice, I've subscribed to newspapers on my Kindle that I try to read every day from various major news outlets around the world. Here are the top newspapers in Europe, South America and Asia. After reading up on various topics, I like to get an experienced professional (and ideally pedantic) teacher to grill me on the topic, to force me out of my comfort zone, and make sure I'm using precisely the right words, rather than simply making myself understood.

To show you what a higher level looks like, here is a chat I had with my Quebec Couchsurfer about the fascinating cultural and linguistic differences between Quebec and France (I would have been at a C1 level at this stage):

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Reaching the C2 level can be extremely difficult.

For instance, I sat a C2 exam in German, and managed to hold my ground for the oral component, when I had to talk about deforestation for ten minutes, but I failed the exam on the listening component, showing me that I needed to be focused and pay attention to complicated radio interviews or podcasts at that level if I wanted to pass the exam in future.

#11 - Learn to sound more native.

At C2, you are as good as a native speaker in how you can work and interact in the language, but you may still have an accent and make the odd mistake.

I have been mistaken for a native speaker of my L2 several times (in Spanish, French and Portuguese - including when I was still at the B2/fluent level), and I can say that it's a lot less related to your language level, and more related to two other factors.
First, your accent/intonation
Accent is obvious; if you can't roll your R in Spanish you will be recognized as a foreigner instantly.

Your tongue muscles are not set in their ways forever, and you can learn the very few new sounds that your L2 requires that you learn. Time with a native, a good Youtube video explaining the sounds, and practice for a few hours may be all that you need!

What is much more important, but often overlooked, is intonation-the pitch, rise, fall, and stress of your words. When I was writing my book, I interviewed fellow polyglot Luca who is very effective in adapting a convincing accent in his target languages. For this, intonation is pivotal.

Luca trains himself from the very start to mimic the musicality and rhythm of a language's natives by visualizing the sentences. For instance, if you really listen to it, the word "France" sounds different in "I want to go to France" (downward intonation) and "France is a beautiful country (intonation raising upwards). When you repeat sentences in your L2, you have to mimic the musicality of them.

My own French teacher pointed out a mistake I was making along these same lines.

I was trying to raise my intonation before pauses, which is a feature of French that occurs much more frequently than in English, but I was overdoing it and applying it to the ends of sentences as well. This made my sentences sound incomplete, and when my teacher trained me to stop doing this, I was told that I sounded way more French.

You can make these changes by focusing on the sounds of a language rather than just on the words.

Truly listen to and and mimic audio from natives, have them correct your biggest mistakes and drill the mistakes out of you. I had an accent trainer show me how this worked, and I found out some fascinating differences between my own Irish accent and American accents in the process! To see for yourself how the process works, check out the second half of this post with Soundcloud samples.
Second, walk like an Egyptian
The second factor that influences whether or not you could be confused for a native speaker, involves working on your social and cultural integration. This is often overlooked, but has made a world of difference to me, even in my early stages of speaking several languages.

For instance, when I first arrived in Egypt with lower intermediate Egyptian Arabic, I was disheartened that most people would speak English to me (in Cairo) before I even had a chance for my Arabic to shine. It's easy to say that I'm too white to ever be confused for an Egyptian, but there's more to it than that.

They took one look at me, saw how foreign I obviously was, and this overshadowed what language I was actually speaking to them.

To get around this problem, I sat down at a busy pedestrian intersection with a pen and paper and made a note of everything that made Egyptian men about my age different from me. How they walked, how they used their hands, the clothing they wore, their facial expressions, the volume they'd speak at, how they'd groom themselves, and much more. I found that I needed to let some stubble grow out, ditch my bright light clothes for darker and heavy ones (despite the temperature), exchange my trainers for dull black shoes, ditch my hat (I never saw anyone with hats), walk much more confidently, and change my facial expressions.

The transformation was incredible! Every single person for the rest of my time in Egypt would start speaking to me in Arabic, including in touristy parts of town where they spoke excellent English and would be well used to spotting tourists. This transformation allowed me to walk from the Nile to the Pyramids without any hassle from touts and make the experience all about the fascinating people I met.

Try it yourself, and you'll see what I mean-once you start paying attention, the physical social differences will become easy to spot.

You can observe people directly, or watch videos of natives you'd like to emulate from a target country. Really try to analyze everything that someone of your age and gender is doing, and see if you can mimic it next time you are speaking.

Imitation is, after all, the most sincere form of flattery!

#12 - Become a polyglot.

This post has been an extremely detailed look at starting off and trying to reach mastery in a foreign language (and even passing yourself off as a native of that country).

If your ultimate goal is to speak multiple languages, you can repeat this process over multiple times, but I highly recommend you focus on one language at a time until you reach at least the intermediate level. Take each language one by one, until you reach a stage where you know you can confidently use it. And then you may just be ready for the next ones!

While you can do a lot in a few months, if you want to speak a language for the rest of your life it requires constant practice, improvement, and living your life through it as often as you can. But the good news is - once you reach fluency in a language, it tends to stick with you pretty well.

Also, keep in mind that while the tips in this article are an excellent place to start, there is a huge community of "polyglots" online willing to offer you their own encouragement as well. A bunch of us came together in this remix, "Skype me Maybe."

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I share several more stories about these polyglots and dive into much greater detail about how to learn languages in my newly released book Fluent in 3 Months. Grab a copy, or check out my site for inspiration to start your adventure in becoming fluent in a new language-or several.

Ganbatte!

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Question of the Day: What tools or approaches have you used for learning languages? Please share in the comments! Posted on: March 21, 2014.
Please check out Tribe of Mentors, my newest book, which shares short, tactical life advice from 100+ world-class performers. Many of the world's most famous entrepreneurs, athletes, investors, poker players, and artists are part of the book. The tips and strategies in Tribe of Mentors have already changed my life, and I hope the same for you. Click here for a sample chapterand full details. Roughly 90% of the guests have never appeared on my podcast.

Who was interviewed? Here's a very partial list: tech icons (founders of Facebook, Twitter, LinkedIn, Craigslist, Pinterest, Spotify, Salesforce, Dropbox, and more), Jimmy Fallon, Arianna Huffington, Brandon Stanton (Humans of New York), Lord Rabbi Jonathan Sacks, Ayaan Hirsi Ali, Ben Stiller, Maurice Ashley (first African-American Grandmaster of chess), Brené Brown (researcher and bestselling author), Rick Rubin (legendary music producer), Temple Grandin (animal behavior expert and autism activist), Franklin Leonard (The Black List), Dara Torres (12-time Olympic medalist in swimming), David Lynch (director), Kelly Slater (surfing legend), Bozoma Saint John (Beats/Apple/Uber), Lewis Cantley (famed cancer researcher), Maria Sharapova, Chris Anderson (curator of TED), Terry Crews, Greg Norman (golf icon), Vitalik Buterin (creator of Ethereum), and nearly 100 more. Check it all out by clicking here.

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12 Rules for Learning Foreign Languages in Record Time - The Only Post You'll Ever Need

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I've written about how I learned to speak, read, and write Japanese, Mandarin, and Spanish. I've also covered my experiments with German, Indonesian, Arabic, Norwegian, Turkish, and perhaps a dozen others. There are only few language learners who dazzle me, and Benny Lewis is one of them.

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En el primer capitulo del curso hemos visitado las temas de como se aprende las idiomas y la formación de los lenguas pidgin. Mis primeros dos elementos cubren los beneficios de aprender y como aprender las idiomas efectivamente. El tercer poste tiene que ver con un políglota quien sabe 59 idiomas diferentes; es algo impresionante considerando que tuvo aprender todas esas idiomas después del periodo crítico. El ultimo poste es una introducción a una lengua pidgin de Colombia que se llama palenquero. Esta lengua es similar al papiamentu en que las dos son basadas en el español pero que también tienen origines africanos.