Brain Benefits Of Bilingualism

New Study Shows Brain Benefits Of Bilingualism

Brain Benefits Of Bilingualism

The largest study so far to ask whether speaking two languages might delay the onset of dementia symptoms in bilingual patients as compared to monolingual patients has reported a robust result. Bilingual patients suffer dementia onset an average of 4.5 years later than those who speak only a single language.

While knowledge of a protective effect of bilingualism isn't entirely new, the present study significantly advances scientists' knowledge. Media reports emphasize the size of its cohort: 648 patients from a university hospital's memory clinic, including 391 who were bilingual. It's also touted as the first study to reveal that bilingual people who are illiterate derive the same benefit from speaking two languages as do people who read and write. It also claims to show that the benefit applies not only to Alzheimer's sufferers but also people with frontotemporal and vascular dementia.

Only when I read the research report itself, though, published in the journalNeurology and written by Suvarna Alladi and 7 co-authors, did I realize fully the brilliance of conducting this study in Hyderabad, India.

That choice of location, I believe, lends extra credibility to the study's results.

Here's why. India, as the researchers note, is a nation of linguistic diversity. In the Hyderabad region, a language called Telugu is spoken by the majority Hindu group, and another called Dakkhini by the minority Muslim population. Hindi and English are also commonly spoken in formal contexts, including at school. Most people who grow up in the region, then, are bilingual, and routinely exposed to at least three languages.

The patients who contributed data to the study, then, are surrounded by multiple languages in everyday life, not primarily as a result of moving from one location to another. This turns out to be an important factor, as the authors explain:

In contrast to previous studies, the bilingual group was drawn from the same environment as the monolingual one and the results were therefore free from the confounding effects of immigration. The bilingual effect on age at dementia onset was shown independently of other potential confounding factors, such as education, sex, occupation, cardiovascular risk factors, and urban vs rural dwelling, of subjects with dementia.

In other words, thanks in large part to the study's cultural context, these researchers made great progress zeroing in on bilingualism as the specific reason for the delay in dementia symptoms.

What exactly is it about the ability to speak in two languages that seems to provide this protective effect? Alladi and co-authors explain:

The constant need in a bilingual person to selectively activate one language and suppress the other is thought to lead to a better development of executive functions and attentional tasks with cognitive advantages being best documented in attentional control, inhibition, and conflict resolution.

Intriguingly, when a patient speaks three (or more) languages, no extra benefits accrue neurologically. Speaking a single language beyond one's native tongue is enough to do the trick.

So, now, my almost-monolingual brain is jealous.

I do know some conversational French, and I squeaked by speaking and comprehending enough Swahili to be polite and interactive while living in Kenya. But I've regretted not working up to full fluency in a second language. (As the "Learn to Speak Italian" tapes strewn around my house demonstrate, I haven't given up on this goal.)

The sounds of multiple languages swirling around me when I visit New York or Parisare enchanting, and I enjoy discussing with bilinguals the claims that switching between languages allows different personality traits to emerge within a single individual.

Being bilingual opens up new worlds of global connection and understanding, and almost certainly allows some degree of flexibility in personal expression, too.

Now we know, more concretely and convincingly than before, that there's a brain benefit to bilingualism, too.

Funny video about bilingual people

I found this video very funny and interesting. I think it's really true for me. And what about you?

Bilingual people

https://www.youtube.com/watch?v=ReHdQsB5rI8

Emotions in languages

Emotions in languages 

Are you a bilingual? Which language do you prefer to use in emotional situations? Does your emotional state affect your language choice? How do you express yourself when you are in love, happy, angry, upset and so on? Which language do you choose to swear or to lie? 

Emotions in languages

„In bilingual societies, people frequently switch between languages, particularly in emotional situations. Researchers from the University of California, Berkeley and Bard College say that such code-switching is a strategy to express emotions differently, particularly when communicating with children. "Bilingual parents may use a specific language to express an emotional concept because they feel that language provides a better cultural context for expressing the emotion. For example, a native Finnish speaker may be more likely to use English to tell her children that she loves them because it is uncommon to explicitly express emotions in Finnish."

http://bigthink.com/ideafeed/different-languages-express-emotion-differently 

she speaks Italian perfectly....

No comment :D

https://www.youtube.com/watch?v=Vc8tfioOKvU

The Offensive Translator

..... but she speaks Italian perfectly :D

Bilingualism in adulthood

"Bilinguals acquire their two or more languages in childhood."

WRONG. 

Bilingualism in adulthood 

One can become bilingual in childhood, but also in adolescence and in adulthood. In fact, many adults become bilingual because they move from one country (or region) to another and have to acquire a second language. With time, they can become just as bilingual as children who acquire their languages in their early years (minus the native speaker accent). In general, people become bilingual because life requires the use of two or more languages. This can be due to immigration, education, intermarriage, contact with other linguistic groups within a country, and so on.

http://www.francoisgrosjean.ch/myths_en.html 

Aspects of Culture Beyond Language

Here is an interesting article about

Aspects of Culture Beyond Language

                                             
                                                               Culture Beyond Language


Here are a few of the things a bicultural individual experiences from more than one perspective, in addition to language and speech itself:
1. Food


Cultural or “heritage” dishes are generally influenced by the staples that were available wherever that particular culture and language was established.


Dining cross-culturally can be a linguistic experience — most Americans, for example, know that “con arroz” means “with rice” in Spanish, simply from the prevalence of Latin American foods in the United States.


However, it is possible to eat culturally-influenced meals without knowing any of the parent language, and many children do, particularly in households where immigrant parents or grandparents cook, but children are raised speaking the local language.


Some traditions go beyond just the kinds of food used, and affect how they are eaten as well — the difference between using chopsticks and forks, for example, or between eating omelets and other egg dishes for breakfast (United States) and for evening meals (Eastern Europe and parts of Latin America).


One of the advantages of introducing children to bicultural eating as well as language when they’re young is that it becomes less of a culture shock when they travel later in life. They’re already familiar with the traditional foods of their heritage country. And, as an added bonus, it gets them used to the idea of a varied diet in general — a good way to help discourage picky eating habits!
2. Folk Art


The broad category of “folk art” includes music, dance, folklore, and traditional cultural crafts.


Some cultures have very specific and guarded ones — Japanese flower arranging and calligraphy, for example. Others are practiced all over the world in different styles, such as pottery or even things as common as painting and stringed instruments.


Exposing a bilingual child to cultural art as well can be useful in a couple of different ways. Obviously, it gives them something to appreciate that they wouldn’t normally encounter, but it can also open up new vocabulary, and it can be very revealing about a culture as well. Something as simple as listening to a piece of music by a Russian composer and then one by a contemporary German composer gives even a casual observer a good understanding of some of the differences between the two cultures.
3. Celebrations


Children like this one, because it usually means at least twice as many holidays in the household!


Bringing in holidays from other culture is a start to explaining everything from religious plurality to the differences in calendar systems.


It’s also good motivation, especially when you can explain that Russian-speakers have their own Santa, who only brings presents for Russian-speaking children. You’ll be amazed how prolific the Russian use gets around Christmas time…
4. Jokes


Humor is very difficult to translate.


Even after years of living together, bicultural couples can struggle to understand one another’s humor. But don’t let that difficulty scare you away from it — instead, ask to have jokes explained, and work through why they’re funny in their original cultures. If you understand a culture’s humor, you’re very well-immersed!


Introducing children to multicultural humor is surprisingly easy. Most toys, books, and TV shows marketed toward kids is humor-based already. If you want to give them a grounding in another culture’s humor, just let them watch some silly cartoons — the things that culture finds amusing will become apparent very quickly. You may even learn something yourself.
5. Manners


Teaching manners in just one culture can be a challenge.


You may need to wait until children are older to start explaining to them some of the differences between what separate cultures find polite.


It can be important to go over multicultural manners, especially if you travel, however. For example, Americans tend to smile at strangers as their default — if you make eye contact, you smile, and sometimes nod or even speak a greeting. In other parts of the world (including Russia and Ukraine), strangers tend to avoid acknowledging one another except when they actively interact.


Children don’t always understand the differences, and you may need to do some explaining to make sure they aren’t feeling slighted or punished simply by being immersed in a culture that doesn’t interact the way they’re used to.
6. Clothes and Dressing


Apart from “heritage festivals,” most countries have globalized their fashions to at least some degree. We may know what a culture’s traditional clothing used to look like, but the reality is that most Japanese people do not wear kimonos every day, nor do Germans wear lederhosen and dirndls.


That said, even in countries that share a basic wardrobe (such as the Western business dress used in North America and Western Europe), standards and fashions can vary widely. Most Continental Europeans find Americans extremely sloppy in dress, while sharp-dressed Americans tend to see their British counterparts as too stuffy and the Europeans as too fashion-forward.


Children are usually better off when they’re dressed in the dominent costume, rather than in heritage clothing, at least when they go to school. Save other cultural clothing for special occasions, or for travel.
7. Working Schedules


This usually affects the parents more than the children, but different countries and cultures have very different approaches to work schedules.


The United States tends to be early-rising, with a strong urge to end the workday by 5:00 or 6:00 PM, while Europeans often start and end later. Spanish and Latin-influenced countries share the “siesta,” an hour or two of time off in the middle of the day. And nearly every country has better vacation time for workers than the United States — an unfortunate burden for U.S. parents.


Your children will adapt to your schedules, so if you want them to experience bicultural work patterns, you may need one parent to be on one schedule and the other on another. If this is inconvenient or impossible for you, you may not get to include them in that aspect of biculturalism except on vacations and during other travel.

http://bilingualkidsrock.com/bilingualism-vs-biculturalism/

Funny stereotypes about different nationalities in different languages

Funny stereotypes about different nationalities in different languages:

https://www.youtube.com/watch?v=xRryl8YNHx8 

Funny stereotypes

IT’S ALL ABOUT MONEY

·                To go Dutch (English): it indicates that each person participating in a group activity pays for themselves or that the bill will be split evenly.

·                Pagare “alla romana” (Italian): “to pay the Roman way”. This expression used in Italian is more or less the equivalent of “going Dutch”. So let’s split the bill so that everybody can digest the dinner!

·                Filer à l’anglaise (French): “to make off English style“- to leave without paying.

·                Fare il portoghese (Italian): “to be Portuguese”. In Italy it is the Portuguese people who seem to be forgetful and don’t buy tickets for public transports.

HEY THAT’S NO WAY TO SAY GOODBYE
That’s how Leonard Cohen would say it, when someone leaves a place without saying goodbye. Here is how you say it in German, Portuguese, Hungarian, English, Spanish and Italian:

·                Polnischer Abgang (German): Polish exit

·                Sair à francesa (Portuguese): to leave the French way

·                Angolosan távozik (Hungarian): to leave like an Englishman

·                To take French leave

·                Marcharse a la francesa (Spanish): to leave the French way

·                Andarsene all’inglese (Italian): to leave the English way

BEING PUNCTUAL IS A MATTER OF CULTURE… NOT MINE THOUGH!

·                Pontualidade britânica (Portuguese), puntualidad británica (Spanish): British punctuality

·                είναι Άγγλος στα ραντεβού του (Greek): “he is as punctual as an Englishman”

WORK AND GOOD LEGAL DEALS…OR BARELY!

·                Trabajar como un chino (Spanish): “to work like a Chinese”, be a workaholic

·                å ta en spansk en (Norwegian): “to do a Spanish one” , to do something that is not entirely legal.

·                Do Paraguai (Brazilian Portuguese): “from Paraguay”, a product of bad quality or that is most likely contraband

·                Travailler comme un portugais (French): “to work like a Portuguese”, to do a bad work

·                Negócio da China (Spanish): “Chinese deal”, to make a good deal.

http://www.lexiophiles.com/english/hidden-prejudices-how-stereotypes-have-influenced-the-language

Multilinguals - different personalities

Do I change my personality when I speak in another language? Or am I simply schizophrenic?

I was always curious how languages affect our personalities. Here is an interesting atricle about this topic:

Multilinguals - different personalities

„Many multilinguals report different personalities, or even different worldviews, when they speak their different languages.


There are still good reasons to believe language shapes thought.


This influence is not necessarily linked to the vocabulary or grammar of a second language. Significantly, most people are not symmetrically bilingual. Many have learned one language at home from parents, and another later in life, usually at school. So bilinguals usually have different strengths and weaknesses in their different languages—and they are not always best in their first language. For example, when tested in a foreign language, people are less likely to fall into a cognitive trap (answering a test question with an obvious-seeming but wrong answer) than when tested in their native language. In part this is because working in a second language slows down the thinking. No wonder people feel different when speaking them. And no wonder they feel looser, more spontaneous, perhaps more assertive or funnier or blunter, in the language they were reared in from childhood.


What of “crib” bilinguals, raised in two languages? Even they do not usually have perfectly symmetrical competence in their two languages. But even for a speaker whose two languages are very nearly the same in ability, there is another big reason that person will feel different in the two languages. This is because there is an important distinction between bilingualism and biculturalism.


Many bilinguals are not bicultural. But some are. And of those bicultural bilinguals, we should be little surprised that they feel different in their two languages. Experiments in psychology have shown the power of “priming”—small unnoticed factors that can affect behaviour in big ways. Asking people to tell a happy story, for example, will put them in a better mood. The choice between two languages is a huge prime. Speaking Spanish rather than English, for a bilingual and bicultural Puerto Rican in New York, might conjure feelings of family and home. Switching to English might prime the same person to think of school and work.”

http://www.economist.com/blogs/prospero/2013/11/multilingualism  

Learn language - improve your mind

Learn language - improve your mind

"Firstly, the main aim of studying a language is communication. Human beings love to communicate, to tell their stories and adventures, to slander, to share knowledge… Then language is closely linked to culture, so learning a foreign language also means learning about a foreign culture. And learning more about another culture will make you more open-minded, more able to critic, to compare, to understand people. In our current world there are at least 6,700 different languages with their own history. This means 6,700 ways to communicate but most of us do not speak these 6,700 languages and lot of people speak only one language. In accordance to that knowing only one language seems to make you narrow-minded." 

http://mariaabroad.com/2010/04/why-study-a-foreign-language/    

İngilizce kursu

Italian Version

Yeni başlayanlar ve orta derecede olan öğrenciler için İngilizce kursu

İngilizcenizi geliştirmek mi istiyorsunuz ama klasik dilbilgisi derslerinden sıkılmış mısınız? Pratik yapmaya mı ihtiyacınız var?

İngilizcenizi daha akıcı hale getirmek için pratik yapmak ister misiniz?

Sabah akşam film ve şarkıları dinlemek zorunda kalmadan onları kolayca anlamak için yeteneğinizi geliştirmek ister misiniz?

"Dilini Geliştir." Derslerime katıl.

Büyük çaba harcamadan konuşarak İngilizceni geliştir!

Derslerime Skype yoluyla veya şahsen katılabilirsin.

Ingyenes első török óra skype-on!

Italian Version

Sajnos sokan „félnek” a skype-os tanulástól, mert úgy gondolják, hogy nem lehet olyan hatékony, mint az élő tanfolyam. Viszont ez nem így van! A skype-os órák ugyanolyan hatékonyak! Egy különbség van: kényelmesebb!

Ha kétségeid vannak, próbáld ki: most ingyenes az első óra!

Török emailes nyelvtanfolyam:

Most minden beiratkozó ajándékba saját készítésû nyelvi kiegészítõ anyagokat kap, amelyek rendkívül hatékonyan segítik a nyelvtanulást. Nagyon hasznosak azok számára is, akiknek nincs idejük leülni tanulni. Az anyagokat minden érdeklõdõ külön nyelvi programként is megvásárolhatja. Vagyis, aki nem tud tanfolyamra járni, az anyagokból otthon is nagyon jól felkészülhet. Az ár tartalmazza a feladatok ellenõrzését is. Az emailes kurzus megvásárlása esetén a diák igény szerint vehet skype-os egyéni török órákat, amelyekért nem kell külön fizetni! A skype-os órákat elsõsorban beszédgyakorlat óraként ajánljuk!

Az emailes anyagok rengeteg hanganyagot tartalmaznak sok egyéb színes kiegészítõ anyaggal együtt. A saját készítésû anyagok segítségével a diák garantáltan meg fog tudni tanulni törökül, mert az anyagok egy automatikus tanulási módszeren alapulnak. A kurzus nyelve török, csak az elején tartalmaz itt-ott magyar nyelvû instrukciót, mert meggyõzõdésünk szerint akkor a leghatékonyabb a tanulás, ha a célnyelven történik. A tapasztalat azt mutatja, hogy aki ezzel a módszerrel tanul, sokkal hamarabb és hatékonyabban sajátítja el a nyelvet, mint a hagyományos módszerek segítségével.

Egyéni nyelvtanfolyamok:

Azoknak ajánljuk egyéni tanfolyamunkat, akik a saját tempójukban szeretnének haladni.

Csoportos nyelvtanfolyamok:

Folyamatosan indulnak török nyelvtanfolyamok már 2 fõtõl, minden szinten. Ingyenes szintfelmérés alapján bármelyik csoporthoz lehetõség van csatlakozni.

Csoportos és egyéni nyelvvizsga-elõkészítõ tanfolyamok:

Nyelvtanáraink a TELC és az Origó török nyelvvizsgákra való felkészülésben is segítséget tudnak nyújtani, csoportos vagy egyéni órákon. A tanfolyamok a nyelvvizsgák idõpontjához igazodva kezdõdnek, így a vizsga idejére magabiztos vizsgarutint szereznek diákjaink a szóbeli és írásbeli vizsgákhoz.

Intenzív török nyelvtanfolyamok:

Az intenzív török nyelvtanfolyamokat elsõsorban azoknak ajánljuk, akik minél hamarabb szeretnék elsajátítani a nyelvet, mert esetleg tervezik, hogy Törökországba költöznek, vagy egy munkához van szükségük a nyelvtudásra. De azok számára is nagyon hasznos, akik gyorsan és hatékonyan szeretnék megtanulni a nyelvet, vagy tudásukat fejleszteni. Az intenzív tanfolyamok hozzásegítenek ahhoz, hogy a diák elinduljon azon az úton, amely a nyelv szeretetéhez vezet. Ugyanis, ha valaki valóban szeret egy nyelvet, sokkal könnyebben tudja elsajátítani azt. Az intenzív órákon eltérünk a normál órák tananyagától, olyan anyagokat állítunk össze, amelyek minden nyelvi szinten lévõ diák számára élvezhetõek és fejlesztõek. Köztudott, hogyha valaki intenzíven foglalkozik egy nyelvvel, sokkal könnyebben és maradandóbban meg tudja tanulni azt, hiszen minden nap éri õt a nyelvi inger.

Kitap

Italian Version

Török nyelvkönyv

Tapasztalt nyelvtanárként tudom, hogy mik azok a feladatok, amiket a diák szívesen végez el. Az évek során rengeteg kiegészítő anyagot készítettem, amelyeket azonnal tesztelhettem a diákokon, így pontos képet kaphattam arról, hogy a diákok milyen típusú feladatokat oldanak meg szívesen. Könyvemben olyan feladatokat dolgoztam ki, amelyek nemcsak hatékonyan segítik a nyelvtanulást, hanem élvezhetőek is. Az órákon élményszerűen, oldott hangulatban tanítok, hiszen tudom, hogy a nyelvtanulásnak nem kell feltétlenül mindig komolynak lennie. Sokkal jobb nevetve és örömmel tanulni, mint szigorú szabályokat bemagolni. A közhiedelemmel ellentétben tanulhatunk nyelvet szórakozva is. A pozitív élmények hosszabban és mélyebben megmaradnak, nagyobb motivációt adnak, ezért tekintem a nyelvtanulás alapjának a nevetést és a humort.

Török nyelvkönyvemben rengeteg figyelemfelkeltő, feledhetetlen és vicces történeten, illetve feladaton keresztül tanítom meg a "komoly" nyelvtani szabályokat is. A könyv 1. részét olyan diákoknak is szívesen ajánlom szókincsbővítés vagy csak egyszerűen szórakozás céljából, akik már nem kezdők, mert a történetek érdekesek, humorosak és összefüggőek. Mivel a könyvben több főszereplő is van, ezért érdemes az elejétől olvasni a történeteket. Egy-egy történethez több hanganyag is készült egy különlegesen fejlesztő módszerrel. A poénos rövid történeteken kívül komoly témákkal is foglalkozik a könyv. Természetesen nemcsak történetek, hanem nyelvtani gyakorlatok, dialógusok és egyéb fejlesztő feladatok is szerepelnek az egyes leckékben.

A könyvön kívül munkafüzet, szöveggyűjtemény és szószedet készült.

Ben kimim?

Italian Version
Hungarian Version

Merhaba,

Benim adım Boglárka Szigeti. Türkçe, İngilizce ve İtalyanca konuşuyorum.Yeminli Türkçe – Macarca tercüman, çevirmen ve Türkologom. Szeged Üniversitesi’nin Altajistik ve İletişim bölümünden 2010 yılında mezun oldum. Türkiye’ye ilk defa 2007 yılında Erasmus bursuyla gittim ama bursum bittikten sonra da birçok kez geri döndüm ve hala sıkça Türkiye’yi seyahat veya iş amacıyla ziyaret ediyorum. Türkiye’ye, Türk kültürüne ve Türk diline ’ilk görüşte aşık oldum’. Anadilim Macarca olup Türk dilini ikinci ’anadilim’ olarak görüyorum. Öğrenciyken bana en büyük zevk veren eğlencelerden biri oturup Türkçe ders çalışmaktı. Çoşkum sayesinde Türkçe’yi hızlıca öğrenip tercüman oldum.

Daha sonra kazandığım birkaç yıllık öğretmenlik tecrübesinden sonra Budapeşte’de diğer öğretmen arkadaşlarımla birlikte Macarlara Türkçe, Türklere ise Macarca dersi verdiğim Kolay Türkçe adlı dilokulumu açtım. Çok kısa zaman içinde çok büyük başarılar getiren geleneksel öğretmenlik yaklaşımlardan farklı bir yöntem uygulamaya başladım. Okulumda uygulamakta olan konuşma-dinleme ve deneyim odaklı iletişimsel metodun esası hedef dili hedef dilinde anlatmaktır. Yıllar boyunca öğrencilerim için otomatik dil öğrenme ile hızlı ilerlemeyi destekleyen birçok ek alıştırma (yazılı alıştırmalar, ses dosyaları,vb.) hazırlayıp topladığım kaynaklarımdan bir ders kitabı doğmaya başladı. (Ders kitabı ile ekleri hakkında daha fazla bilgi için: szigetibogi@gmail.com). Sadece Macarlara değil, Türkçe öğrenmek isteyen herkese ders veriyorum. İlk dersten başlayarak Türk dilini Türk dilinde anlatacak şekilde öğretmekte olduğumdan dolayı öğrencilerinin anadilinin ne olduğu önemli değildir. Derslerde hedef dili kullanılmaktadır. Online derslerin en büyük avantajlarından biri öğrencinin nerede yaşadığının önemli olmamasıdır. Dünyanın her yerinden online derslerime erişebilirsin!

Şimdi İtalya’da yaşıyorum. Öğretmenliğe skype üzerinden ders vererek devam ediyorum.

Ki vagyok?

Italian Version 
Turkish Version

Üdvözlöm! 

Szigeti Boglárka vagyok. Törökül, agolul és olaszul beszélek. Regisztrált török tolmács, szakfordító és okleveles turkológus vagyok. 2010-ben végeztem a Szegedi Tudományegyetem Altajisztika-Kommunikáció szakján. 2007-ben jártam kint Törökországban először Erasmus ösztöndíjjal, majd a későbbiekben gyakran visszalátogattam, és látogatok ma is. Már az első pillanatban beleszerettem Törökországba, a török kultúrába és természetesen a török nyelvbe!  Magyar anyanyelvű vagyok, azonban a török nyelvet a második anyanyelvemnek számítom. Diákként az egyik legnagyobb örömet az okozta, ha lelülhettem törököt tanulni. A lelkesedésemnek köszönhetően gyorsan megtanultam a nyelvet, majd tolmács-és szakfordító lettem. Később, Budapesten pár éves tanítási tapasztalat után megnyitottam a Kolay Türkce nevű nyelviskolámat, ahol magyaroknak törököt, törököknek pedig magyart tanítottam tanártársaimmal együtt. A hagyományos módszerektől eltérő tanítási megközelítést kezdtem el alkalmazni, ami nagyon gyorsan nagyon nagy eredményekhez vezetett. A módszer lényege tkp. a célnyel célnyelven történő tanítása beszédközpontú módszer segítségével. Az évek alatt rengeteg segédanyagot készítettem, amelyek nagyon gyorsan fejlesztik a tudást, hiszen az automatikus tanulás elvein alapulnak. Az évek alatt összegyűjtött anyagokból született meg a tankönyvem. (A tankönnyvel és a kiegészítő anyagokkal kapcsolatos további informáciért kérem írjon nekem: szigetibogi@gmail.com). Mivel az első órától kezdve a célnyelven tartom az órákat, ezért nem számít, hogy mi az anyanyelved, hiszen az órákon a célnyelvet fogjuk használni! Az online tanítás előnye, hogy nem számít melyik országban élsz, hiszen a világ minden részéről elérhetők a skype-os órák, illetve az emailes kurzus anyagai! 

Method

Italian Version 

• Language teaching method's main objective: the improvement of students communication skills.
• Spontaneous and creative use of language: I encourage it. Meaning is given precedence over form.
• Newest and most effective methods: are used to ensure that my students learn in the best way.
• An interactive and dynamic methodology: which brings real communicative situations into the classroom to help you have fun and enjoy the learning process.
• A task based focus: a highly practical approach that reflects how language really happens in everyday life.
• Activities: learn Turkish/Hungarian in the way we really use it.
• Qualified and experienced teacher
• Active Learning: Active Learning is anything that students do in a classroom other than merely passively listening to an instructor's lecture. Research shows that active learning improves students' understanding and retention of information and can be very effective in developing higher order cognitive skills such as problem solving and critical thinking.
• Discussion Strategies: Engaging students in discussion deepens their learning and motivation by propelling them to develop their own views and hear their own voices.  A good environment for interaction is the first step in encouraging students to talk. 
• Experiential Learning: Experiential learning is an approach to education that focuses on "learning by doing," on the participant's subjective experience. The role of the educator is to design "direct experiences" that include preparatory and reflective exercises.
• Humor in the Classroom: Using humor in the classroom can enhance student learning by improving understanding and retention.

Tanulj törökül skype-on

Napjainkban egyre inkább növekszik a törökül tanulni kívánók száma hazánkban, és a török nyelven tudók iránti igény is.

A mai modern világban egyre többen választják a skype-os nyelvtanulási lehetőségeket. A skype-os nyelvtanulás előnye, hogy otthonról, kényelmesen van lehetősége a diáknak a saját tempójában tanulni. Rugalmas időbeosztással kényelmesen, otthonról professzionális módszerekkel, professzionális nyelvtanártól. Nyelvóráinkon egyedi, modern és módszertanilag megalapozott eszközökkel tanítunk, amelyek segítségével rendkívül jó eredményeket érünk el. Diákjaink gyorsan megtanulják magukat török nyelven kifejezni, magabiztosan kommunikálnak néhány hónapon belül. A több éves tanítási gyakorlat során volt alkalmunk megtapasztalni, hogy mivel segíthetünk a legjobban a diákjainknak, illetve melyek azok a módszerek, amelyek valóban a legcélravezetőbbek. Rengeteg saját készítésű anyagot használunk a török nyelvtanítás során.

Nyelvtanáraink a TELC és az Origó török nyelvvizsgákra való felkészülésben is segítséget tudnak nyújtani, csoportos vagy egyéni órákon. A tanfolyamok a nyelvvizsgák idõpontjához igazodva kezdõdnek, így a vizsga idejére magabiztos vizsgarutint szereznek diákjaink a szóbeli és írásbeli vizsgákhoz.

Vannak diákok, akik nem szeretik a sokszor feleslegesnek tűnő nyelvtani szabályokat, nem szeretnek magolni, vagy csak egyszerűen nincs idejük az órákon kívül nyelvtanulással foglalkozni. Mi ebben a helyzetben is tudunk segíteni. Beszédcentrikus módszerekkel tanítunk, sok játékkal és kommunikációval, óráink nagyon jó hangulatban telnek.

Folyamatosan indulnak skype-os török nyelvtanfolyamok már 2 fõtõl, minden szinten. Ingyenes szintfelmérés alapján bármelyik csoporthoz lehetõség van csatlakozni.

Azoknak ajánljuk egyéni tanfolyamunkat, akik a saját tempójukban szeretnének haladni.

A skype-os tanfolyamokon kívül az emailes nyelvtanfolyamunkat azon diákoknak ajánljuk, akik előnyben részesítik az önálló nyelvtanulást.  

Török emailes nyelvtanfolyam

Italian Version 

Most minden beiratkozó ajándékba saját készítésû nyelvi kiegészítõ anyagokat kap, amelyek rendkívül hatékonyan segítik a nyelvtanulást. Nagyon hasznosak azok számára is, akiknek nincs idejük leülni tanulni. Az anyagokat minden érdeklõdõ külön nyelvi programként is megvásárolhatja. Vagyis, aki nem tud tanfolyamra járni, az anyagokból otthon is nagyon jól felkészülhet. Az ár tartalmazza a feladatok ellenõrzését is.  Az emailes kurzus megvásárlása esetén a diák igény szerint vehet skype-os egyéni török órákat, amelyekért nem kell külön fizetni! A skype-os órákat elsõsorban beszédgyakorlat óraként ajánljuk!
Az emailes anyagok rengeteg hanganyagot tartalmaznak sok egyéb színes kiegészítõ anyaggal együtt. A saját készítésû anyagok segítségével a diák garantáltan meg fog tudni tanulni törökül, mert az anyagok egy automatikus tanulási módszeren alapulnak. A kurzus nyelve török, csak az elején tartalmaz itt-ott magyar nyelvû instrukciót, mert meggyõzõdésünk szerint akkor a leghatékonyabb a tanulás, ha a célnyelven történik. A tapasztalat azt mutatja, hogy aki ezzel a módszerrel tanul, sokkal hamarabb és hatékonyabban sajátítja el a nyelvet, mint a hagyományos módszerek segítségével.

What teaching means

Everyone thinks they can teach

"Everyone thinks they can teach. All you do is stand up and talk, right? I can do that! It is like being a therapist. All you do is listen and nod your head. I can do that! Anyone can do that!

It’s like being a manager. Everyone thinks they can be a manager. All you do is boss people around. I can do that! (Incidentally, the first woman to become an admiral in the United States Navy was interviewed on 60 Minutes and made this observation: “You manage things. You don’t manage people. You lead people.”)


If you think back on instructors who inspired you or managers who motivated you—they can be counted on one hand. Teaching, counseling and management require talent like playing a musical instrument or singing an aria or excelling in a sport." 
 

Teachers are managers. 

Yes, they are! They have to think about their marketing strategy, about their method, about making interestig lessons and so on. It's a real hard work. They spend a lot of time managing everything is directly or indirectly linked to the teaching.

Teachers lead people!

That's definitely interesting.
Managers don't "manage", but "lead". And when we are teaching, we lead our students trought the knowledge. sometime they are not motivated, sometimes their own life doesn't allow them to enjoy the class. This is harder when you have to teach to a group class, because every person has a different ability to learn and teachers have to modulate the lesson and their rithm to help who's in trouble without annoying the other students.
In that moment we have to be more than a teacher, we should be a leader. We have to lead people, stimulating them to exite their interest on the lesson.
 

Stressing and hard job.

Probably for a private teacher this is less stressing than a school teacher because students pay to learn something, but it doesn't mean that everything can be interesting and exiting. In this moment teachers can misure their own abilities and the efficency of their methods.
 

That involve a continuos reflection about the teaching-way.

Teachers need to study the best way to make this job, but it doesn't mean that every lesson can be perfect for each student. Every person need a different attention and a different way to comunicate. Anyway empathy is the base of a good teaching method.

Teachers works even when they aren't teach. They are always focused on their job to reach the best results in their lessons.

Cem Yılmaz - Yabancı dil

Bakalım, Cem Yılmaz yabancı dil hakkında ne düşünüyor.

  Çok komik








Mutlaka izleyin:

https://www.youtube.com/watch?v=wtb4z9IUY88 

Mi a baj a természetes nyelvtanulással?

Mi a baj a természetes nyelvtanulással?

Sikeres nyelvtanulás

Alapvetően két fajta módszere létezik a nyelvtanulásnak: a nyelvtan központú és a beszéd központú. Sajnos a beszéd központú vagy másnéven kommunikáció központú módszerek alatt lassan csak a nyelvtan nélküli nyelvtanulást értik. Miért is gondolják (vagy inkább hirdetik), hogy meg lehet tanulni egy nyelvet nyelvtan nélkül, tehát természetesen, mint a gyerekek? Több oka is van: 1. sokkal könnyebb nyelvet tanulni erőfeszítés nélkül (végülis valami csak megragad); 2. nem tudják elmagyarázni az adott nyelv nyelvtani szabályait, ezért a könnyebb utat választva válnak a természetes nyelvtanulás elkötelezett híveivé. Az ő módszerük a listening-en és a speaking-en alapul. Sorozatban gyártanak olyan anyagokat, amik egy kezdő számára teljesen használhatatlanok. Viszont teljesen jók haladóknak! Én használom is őket, és tetszenek is, viszont a baj csak az, hogy nem tudom, hogyan kezdjek el egy nyelvet tanulni „természetesen”. Mégiscsak kell hozzá egy alap. A természetes nyelvtanulásra alapozó módszerek pedig azt állítják, hogy nem kell nyelvtan, nem kell alap, csak élni kell a nyelvet, ahogy a gyerekek teszik. Azt a tanulási elvet veszik alapul, amit a gyerek követ: csak hallgat, majd szépen lassan el kezd szavakat, majd mondatokat formálni. Vagyis szerintük, nekünk is, felnőtteknek úgy kellene tanulnunk nyelvet, mint a gyerekeknek. Ezzel az a probléma, hogy a felnőttek agya nem úgy működik, mint a gyerekeké. Nekünk már szükségünk van szabályokra és logikára, hiszen szabályok szerint és között nőttünk fel. Nagyon nehéz lenne megváltoztatni a hozzáállásunkat, és megnyitni az elménket teljesen, ahogyan a gyerekek teszik. Bárcsak sikerülne! Bárcsak valóban képesek lennénk természetes módon elsajátítani egy nyelvet.

Egyébként a polyglotok sem tanulnak nyelvet „természetesen”, mint a gyerekek. Alexander Arguelles polyglott beszél arról, hogy hogyan lehet sikeresen nyelvet tanulni. Elkülöníti a természetes nyelvtanulást a felnőttkori nyelvtanulástól:

https://www.youtube.com/watch?v=pMdjLOrHjiA