MSI Press Blog

  Excerpt from Achieving Native-Like Second Language Proficiency PREFACE Contrary to popular thought in some quarters, learning languages to very high levels of proficiency, i.e. those very close to those of native speakers, is, indeed, possible. Not only is it possible, it is done on a routine basis by a number of learners, not only in other countries, but in the United States , as well. True, the numbers in the United States are not large, but they are sufficient enough to show that it can be done here, as well as in countries of Europe , Eurasia , Latin America , and elsewhere. Further, there are some very skilled teachers quietly producing these levels of proficiency also on a regular basis.       The problem is not the ability to teach to native-like levels of proficiency in direct instruction programs or the ability to learn to native-like levels of proficiency, given the appropriate help and experience. Rather, the problem lies in the all-too-pervasive mindset that high leve

  Betty Lou Leaver, managing editor of the MSI Press LLC, has joined with two colleagues, to edit a groundbreaking book on transformative education. The back of the book says it all: Transformative learning has been widely used in the field of adult education for over 20 years, yet until recently has received little attention in the field of world languages. Drawing on test practices and research of distinguished international world language experts, this volume provides theoretical and classroom -tested models of transformative education in world languages in major university, state, and government programs. Chapters outline theoretical frameworks and detail successful models from cutting-edge programs in a wide range of languages, with plenty of examples included to make the theory accessible to readers not yet familiar with the concepts. Classroom teachers, program administrators, and faculty developers will find support for their courses. With its innovative approach to the teachin

  excerpt from Individualized Study Plans for Very Advanced Students of Foreign Languages by Betty Lou Leaver Preface Individualized Study Plans (ISPs) have been used in a number of venues for at least two decades, if not more, particularly in US government foreign-language training institutions. Sometimes these instruments have been called ISPs; other times they have been called learning plans. Whatever they have been called, the purpose has generally been the same: to assist students in organizing their short-term and long-term learning goals and activities. (In this volume, examples of ISPs and the concepts associated with them refer, for the most part, to the planning of long-term, even lifelong, foreign-language learning activities). The Foreign Service Institute has long used ISPs for its diplomats and attaches in foreign-language training during the training period itself, which could be considered an intermediate-term type of plan since the amount of time spent in languag

  From  Think Yourself into Becoming a Language Learning Super Star WORK YOUR MEMORY  Just having a memory is not enough for good langauge learning. One just use it. Here are some ways in which you can use your memory.  Make rote memory your back-up, not your primary approach Learning "by heart" ids the least effective means of remembering anything. Yes, there are tools, such as flash cards. Yes, this is among the most popular approachces of traditional textbooks. And yes, relying on rote memory can set learners up for overload and failure. As a back-up, yes, it can provide a sense of support and be there when you need automatic and even unthinking recall, but as s business-as-usual approach to language learning, rote memory is not the business you want. Associate memory works better, and binnding works best. Take a look --    Rote memory Rote memory is what you learn without a whole lot of meaning attached. Just repetition. Of course, repetition is one of the ways to get inf

    Book review from Issue 8 of the  Journal for Distinguished Language Studies -- REVIEW   Mastering Italian through Global Debate Authors : Marie Bertola, Sandra Carletti Publisher: Georgetown University Press, 2023 Summary Mastering Italian Through Global Debate (2022) is divided into six chapters, each one focusing on a different topical subject relevant to the current global debate. The first chapter centers on ecology. It includes a reading exercise and an argumentative essay on plastic and its environmental and economic impact. The second chapter addresses the topic of globalism versus localism, with a focus on the Covid-19 pandemic’s effect on both phenomena. In chapter three, the conversation brings attention to the themes of economic inequality, self-sufficiency, and redistribution of wealth. Chapter four takes on immigration, multiculturalism, and diversity, while chapter five addresses the question of security and individual freedom, and the clash between mass surv

      Available for download, article from JDLS 8: " Protocol-Based Formative Assessment: Evolution and Revolution at the Defense Language Institute Foreign Language Center" (Andrew R. Corin and Sergey Entis) . Abstract: Protocol-based formative assessment (PBFA) can be a powerful tool for enhancing learning and diagnosing learning challenges. Yet there is an inherent tension between effectiveness and efficiency in the delivery of PBFA. This can be addressed through a variety of strategies: “rationing” PBFA to instances of individual learning difficulties; applying PBFA to all students but in fewer instances; or by engineering greater efficiency into the protocol. Regardless of the strategy adopted, it is taken for granted that PBFA should be maximally integrated with instruction-based formative assessment (IBFA) as an integral component of day-to-day classroom instruction. This article articulates the dilemma as it developed at the Defense Language Institute Foreign Language

  From  Think Yourself into Becoming a Language Learning Super Star Time Off: Marinating the Mind   Acquisition of a language does not occur in one setting, one course, or one year. It goes without saying, then, that language study will not be continuous, at least in the sense of every day without break. Of course, there will be breaks. Though many students, especially those in intensive courses, worry that they will lose some of what they have gained while they are away from their studies, that is usually not the case. You see, language proficiency progress comes from both conscious learning and unconscious learning—and something I call the marination factor, which is related to the unconscious factor. As with cooking, “marination” requires taking some time out and walking away from active work. Just as meat does not remain the same while marinating, neither does your brain. It is busy sorting and categorizing the information you have been stuffing into it during you active conscious

excerpt from Teaching and Learning to Near Native Levels of Language Learning III (Dubinsky and Butler)  Introduction of Keynote Speaker, HRH Prince Firas bin Raad of the Hashemite Kingdom of Jordan, by Betty Lou Leaver, Executive Director, CDLC               Because I have been a resident of the extraordinary Kingdom of Jordan since January 2004, it is a singular pleasure and honor to introduce our very special keynote speaker, His Royal Highness Prince Firas bin Raad of the Hashemite Kingdom of Jordan. His biography and international and cross-cultural experiences coincide very much with the international orientation of our audience today. Let me give you a few examples:   (1) He was born in Amman, Jordan, attended boarding school in New Hampshire, earned a BA in economics and public health in 1991 from John Hopkins University, an MA in international studies in 1993 from the School of Advanced International Studies at John Hopkins, and a Master of Public Health in 1997 fr