Precerpt from My 20th Language: The Glide and the Grind

 


Research confirms what many polyglots intuitively know: there is no single path to near-native fluency. Even for the same learner, the journey can vary dramatically depending on the language, the context, and the resources available. My own experience with French and Russian illustrates this vividly.

French: A Community-Fueled Glide

I learned French in school, but the real advantage was my bilingual environment. Though my family remained firmly rooted in the anglophone community, I was surrounded by French-speaking stores, schools, and workplaces. That ambient exposure made supplemental study effortless—I could walk into a local shop and buy French books, which I devoured.

French felt intuitive. Despite its Romance roots and English’s Germanic lineage, the historical influence of French on English created unexpected bridges. Cognates, syntax echoes, and shared idioms made the language feel familiar. My formal education reinforced this ease: a review of French grammar as the core of my French 1 course (since most of my classmates were native speaker, grammar was introduced for them to “clean up their act” but it is also gave me a solid grammar foundation), followed by an overview of literature from La Chanson de Roland to Les jeux son faits by Satre as the content of the French 2 class, and creative writing as the focus of the French 3 class. That led to advanced placement at Penn State; after I tossed off the placement test in about half the time expected, I was sent to the department chair, Monsieur Le Blanc to discuss what to do with me. I described my high school program—in French—to M. Le Blanc, who decided that I could skip to third year courses in stylistics and linguistics and even approved a graduate course in 19th century poetry. By the end of my freshman year, I had likely reached near-native fluency. And I did it all without leaving the U.S., proving that a bilingual community can substitute for study abroad.

Russian: The Long Climb

Russian was a different story. My first textbook was Hero of Our Time (Georj nashego vrememi) by Lomonosov—a literary classic, but hardly a beginner’s guide. Russian wasn’t offered at my high school, and there was no local Russian-speaking community. I studied privately with a Latvian immigrant who had learned Russian under Soviet pressure. When I asked about grammar, he’d say, “It sounds right.” That phrase became my internal compass.

I placed into second-year Russian at the university, but my foundation was shaky. I excelled in class—at least on paper—but when asked to explain my grammatical choices, I could only repeat, “It sounds right.” Eventually, my professor pulled me aside, learned the source of my Russian skills, and concluded, “You have no foundation for continued study.” She was right. As I absorbed errors from classmates, my intuitive sense began to falter. By third year, I was struggling.

But I didn’t quit.

Over time, I filled in the gaps—slowly, painfully, persistently. Unlike with French, I eventually gained access to immersive experiences: university study in Russia, a PhD from a Russian institution, and dozens of workshops that taught to Russian educators, traveling far and wide across Russia. Somewhere along the way, I crossed a threshold. I realized it one day while riding the metro to classes at Pushkin Institute. Not only was the language effortless, but my internal compass had returned. Once again, I could say, “It sounds right”—and be right.


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