Turkish Session Diary 13: Thou Shalt Mumble

I'd got funny looks when I demonstrated the sign for TQ Mumble with another group, so with this group I had so far shied away from explicitly suggesting it, although I had hinted at it in principle. However, the wiki article about it is quite right when it says:

Perfection is the enemy of accelerated learning. “Close enough” must be good enough. A lack of mistakes or awkwardness indicates a lack of improvement. Where there is action, there is exploration (and thus the discovery of some dead ends). 

I experienced this personally before with an audio course called Say Something in Welsh. As is usual with such audio courses it tests you by giving you an English word then waiting a few seconds for you to attempt it in Welsh before providing the correct equivalent. The most effective part of it was that the narrator made you promise to try something, anything, even if you knew full well it was wrong, as part of the learning process.

Why it works

This all comes back to language as a reflex and not knowledge. When you think too hard to try to dredge up knowledge you're not building a language skill at all, and there's the added downside that you're so emotionally invested in your attempt that being corrected feels like being told you're a failure.

But when you test a reflex, you don't think at all, you just say the first thing that comes into your head. Then when you're corrected it's not the end of the world, and more to the point what happens is that you compare what just came out of your mouth (however that happened) with the correct form. Before long it's coming out right.

How it worked for us

Now that we've got into the flow of role-playing setups, it occurred to me to work on this on our last session. I knew my learners were "thinking" too much, not least because in past weeks their continued frustration with Turkish conjugations had led them to nickname our WAYK sessions "the bloody endings lesson".

So although I avoided actually using the Mumble sign (there's a fine line between fun/innovative and infantile) and instead just explained that they should say the first thing that comes into their heads.

The first thing I noticed was that each round of play started to go much, much faster. Instead of me asking a question followed by 3 seconds of harrowed silence, a stilted response and a frustrated sigh when I corrected them, I would ask a question, they would respond almost immediately, I would correct them, they would go "Oh right OK", and we would move on. And it worked a charm for acquisition. Each round got faster and faster of its own accord.

Thou Shalt

Sometimes I see people ask what are the most fundamental techniques of WAYK. I've been told that when the new website is up and running the sprawling techniques wiki will be whittled down to the essentials. Aside from the obvious TQ Setup, TQ Obvious and so on, I'm fairly confident that TQ Mumble will make the cut. It really is a vital piece of the puzzle.

Turkish Session Diary 12: Full circle

All the way back in July I posted about my first epiphany with WAYK where I broke the mould of session patterns and started with genuine role-playing games. After that point I started to achieve some genuine acquisition instead of merely giving my students some glorified mnemonics.

I dubbed that post "Songs and games" by way of analogy to repetitious session patterns (songs) and goal-based interaction (games). However it just so happened that last week we spontaneously came up with a real song, which we tentatively named Ode to a Pen. It seemed like a good way to cement in the mind some rather complicated syntax and suffixes (original Turkish in bold, gloss in italic, English translation in regular):

You can even sing along if you like:

Bu	bir	kalem.
This	a	pen.
This is a pen.

Bu	benim	kalem-im.
This	my	pen-my.
This is my pen.

Kalem-im-i	ban-a	ver.
Pen-my-[object]	me-to	give.
Give me my pen.

Bu	bir	kalem.
This	a	pen.
This is a pen.

Bu	onun	kalem-i.
This	his/her	pen-his/her.
This is his/her pen.

Kalem-i-ni	o-na	ver.
Pen-his/her-[object]	s/he-to	give.
Give him/her his/her pen.

Bu	bir	kalem.
This	a	pen.
This is a pen.

Bu	senin	kalem-in.
This	your	pen-your.
This is your pen.

Kalem-in-i	…	al!
Pen-your-[object]		take!
Take your pen!

Before a "performance" we would say "Person A is singing to Person B, and we're all singing with Person A", and then between each verse Person B would perform the action.

I think it did quite a bit of good because they tell me they were all practising at home, but it was still a song, a set repetition, a glorified mnemonic. So in the next session, after reviewing the song, we played a role-playing game. Once again we had come full circle: the real magic was in the role-play.

Goal-Oriented Setups

Ultimately I have concluded that a TQ Setup that only makes meaning (the "what") TQ Obvious is nowhere near as effective as one that has a defined purpose (the "why"). I see TQ Silly Conversation as a nod to this problem that only goes halfway to a solution. True, getting everybody used to having aimless conversations about the objects in front of them is a great stepping stone to hunting, but it's no substitute for an actual goal or purpose.

So in my opinion role-play, the "why", is fundamental to setups in their most effective form. Back in July I wrote about two role-playing setups, Liar and Boss/Employee/Shopkeeper, that really helped speed things up in terms of actual acquisition and actual fluency as opposed to familiarity with a script or a song. Most recently we've been playing Lost and Found: "I've just found a bunch of phones and wallets/purses and I want to return them to their rightful owners, but I'm a bit simple and I can't even recognise my own things!" etc.

But what about hunting?

Yeah, about that. Although I am convinced that a skilled, motivated hunter will acquire language quickly, I'm not sure that it's the be-all and end-all. When you're out to revitalise a language by galvanising a group of youngsters to tap grandma's brain, sure, hunting is vital. But in a formal language teaching setting, it's a very difficult skill to impart quickly enough to count within the few fleeting hours you have before the end of the course.

What I am doing, though, is implementing the technique which I think isolates the "active ingredient", as it were, of hunting as respects language acquisition: TQ Just in Time. This derives from the observation that "Information and ability is acquired most deeply and rapidly at the moment of its greatest relevance."

So here's my current how-to for lesson planning:

1. Decide what vocabulary/grammar you want to cover, while of course observing TQ Limit.
2. Devise a role-playing setup/scenario where the learners are bound to need said vocabulary/grammar.
3. Explain the game in the students' native language.
4. Make them try to say what they want to say in the target language, then correct them when they get it wrong.

I used this last time to teach "to put in the bag" (çantaya koymak). The game was Where To Put It? (on the table, on the tissue, or in the bag?) and it was amazing to see how they never even asked what it meant in English. They just attempted "Put the pen in the bag", I supplied them with the correct sentence, we went round the table practising it, and all four of them were fluent in that bitesize piece in the space of 10 minutes.

The great thing about this setup is it gives students scope to hunt as much or as little as they want. If you've done it properly they should "need" the language you want them to learn today anyway, but if they want to get creative within the context of the role-play, they can. It's just up to you to keep an eye on the TQ Limit and especially TQ Full.

In summary, I think I can see a way to codifying an effective WAYK-based curriculum for formal language teaching, oriented around role-playing setups. In other words, I feel like I've reached the crest of the learning curve. But it's going to be a long way down the hill...

Turkish Session Diary 11: Supercharge setups with role-play

This week the learners decided they wanted to work on possessives. I was game.

For obviousness, I wanted to use the learners' personal objects, so before long I had their phones and purses/wallets (fortunately the same word in Turkish) out on the table. For a third class of objects I got three sugar sachets and wrote our names on them. In hindsight I could have used their keys. Imagine that, a Where Are Your Keys? practitioner not thinking to use keys...

We worked through the "Is this my phone? Yes this is your phone. Is this your phone? Yes this is my phone. Is this her phone? Yes this is her phone" routine with all the possible permutations, but before long I started to sense a descent into aimless repetition, disconnected somewhat from the actual meaning.

So once we had enough material I explained, in English, that we were now going to have a role play. "I've got everybody's stuff, and so now you need to find out who they all belong to and return them to their rightful owners." It worked like a charm.

Player: What's this?
Hoarder: This is a phone.
Player: Whose phone is this?
Hoarder: This is her phone.
Player: [Indignantly] Well, give her her phone!
Hoarder: OK OK!
Player: Whose phone is this?
Hoarder: [Sheepishly] This is your phone...
Player: [Indignantly] Give me my phone!

So I think when you've got learners who aren't quite into hunting yet, role-playing is a vital element in any set-up.

Turkish Session Diary 10: A hunting warm-up game

Ever since I had my first proper WAYK session with Arne I was convinced that its real power is unleashed in its "hunting" form. Its "pushing" form is very effective in itself, where the practitioner is the driving force. But it's when the learners are put in the driving seat and acquire the skill of "pulling" the language from the fluent speaker that it really becomes a supercharged engine of language acquisition.

In subsequent posts (Turkish Session Diaries 6, 7 and 8 and "On the art of hunting language") I pondered the question of how to help learners develop this skill. My attempts at explaining and demonstrating had only had limited success, but this week two things happened that gave me inspiration just in the nick of time.

The first was a Facebook post by Latin teacher Eric Mentges (private link) in which he explained how his "students worked in groups on forming an English set up based on a card they drew" after which "each group presented their set up and the others had to guess what they were going for" and they "then discussed which example ... was most obvious, what other possible interpretations there could be". This sort of thing sounded like just the ticket.

The second was last night when I played the Uno Pictionary card game with some friends. This is different from normal Pictionary in that there are no pens or paper involved, you have a selection of 20-odd small cards with different shapes, stick men, stick houses and so on. By using the cards in ingenious combinations together with a bit of miming you help your team mates to guess the word (see annoying ad). It occurred to me that exactly the same sort of ingenuity is required for language hunting, using limited vocabulary and a limited range of objects to help the fluent speaker provide the needed word.

Today we played a game in English with the following simple rules:

The hunter draws a card with a word on it. To enable the group to guess the word, he must use only the objects in the Set-up or others that are readily available. To begin with he can only use the words "What is this?", but he can reuse words used by the group as they guess. Miming is, of course, encouraged.

The Set-up was three glasses and a bottle of water. The words I started out with in the deck included "empty", "full", "drink", "thirsty", "pour", "spill", "taste" and "share". I first demonstrated and then the learners took turns, with some coaching from me. For the second round I got them to come up with some new words, and they came up with some imaginative options like "top", "tall", "round" and "drop".

Then I pretended not to speak any English, and got them to hunt the same words from me in Turkish. Pretty soon we ran up against some interesting quirks. For example, in Turkish if you describe someone as "big" or "small" you are referring to their age, and we describe tall people as "long" because there is no separate word. Ultimately it served to demonstrate the advantage of contextual, Set-up based learning instead of double-encoding meaning in both a first and a second language.

Of course the main thing was they were finally hunting!

Turkish Session Diary 9: Limit

I'm starting to realise that with WAYK, lesson plans are never more than a blueprint. Once you've got that spark going things always turn out differently, but in a good way.

Last week we had decided that we would like to know how to call the emergency services. So I came up with a Target Conversation between a caller who's seen a burglar, and a police officer. It was a perfectly decent target conversation. I also had material ready for calling an ambulance after a fall, but that turned out not to be needed.

Instead of the stodgy four-line TQ Imaginary Friend routines followed by taking turns around the table, which had been my method until recently, I thought it might be better to just start with a Bitesize Piece, play with it, and go from there.

I had a playing card-sized clipart silhouette of a burglar, and put it in the centre of the table. "Hırsız var!" (There's a thief about!) I said, and then pinched one of my learners' bottle of water. It was great fun and we quickly recycled material we'd already used, "I'm a thief!" "You're a thief!" "Liar! I'm not a thief you're a thief!" "Catch the thief!" and so on.

Combined with the bag from last week, everything could have spiralled out of control if I hadn't been conscious of the need to rein everything back in to a Target Conversation that we would be able to practise.

The final Target Conversation was a role-play involving a Police Captain, Police Officer, Thief, and Witness(es). The Thief would start by "stealing" some of the objects from the middle of the table, and the Witnesses would alert the Police Captain. The Police Captain would order the Police Officer to catch the Thief, and then ask the Police Officer to check the contents of the bag to see what the Thief had stolen. Incidentally it turned out to be our first foray into past tenses ("What did the thief steal?", "The thief stole ...")

I am happy with how things went this week because:

• Everybody spent most of their time speaking Turkish, with very little reversion to English
• Everybody knew what they were saying and why they were saying it at all times,
• At no point did I feel that anyone got bored with the repetition

My only gripe is that I didn't use TQ Limit enough. I had seriously maxed everyone out by the end, but we all had a good laugh and I think that made all the difference.

Turkish Session Diary 8: The hunting party sets off...

This Monday we had a second foray into hunting, which went quite well.

I'd had a very useful Google hangout with Susanna Ciotti and Caylie Gnyra, in which Susanna suggested I use the Setup as the starting point for teaching the art of hunting, tweaking one thing and then exploring the possibilities. This week, alongside my various objects I introduced... a bag! Not a plastic carrier bag, one of those rigid, foldable bags. This one was from an optician's and therefore a practical size for table-top play.

I asked what sort of words we could hunt now that we'd introduced a bag. Having a rectangular footprint, I had thought we would be talking about inside/outside, in front/behind/next to and so on. But no, they came up with "strong". Fair enough, I said. I then asked how one would hunt that word. We discussed how we might tug at the handles and the sides, and use the universal "strongman's bicep" gesture.

I got the player next to me to just start a conversation in the shopkeeper scenario, and then get to a point where she needed the word for strong and try to pull it from me.

Customer: Bende çok alışveriş var! Çanta var mı? (I've got lots of shopping! Do you have a bag?)
Shopkeeper: Evet, çanta var. Buyur. (Yes we have a bag. There you go.)
C: Bu çanta... [starts tugging at handles, flexes bicep] ...iyi mi? (Is this bag... good?)
S: Ha, "bu çanta güçlü mü?" (Ah, "Is this bag strong?")
C: Bu çanta güçlü mü? (Is this bag strong?)
S: Evet, bu çanta çok güçlü! (Yes this bag is very strong!)

And so on. The conversation would then wrap up with a haggle and a sale to keep it real, thus repeating elements we'd already worked on.

So this is how I envisage the process working from now on:

1. Discuss what is to be hunted, and how.
2. Have one player hunt the element from me in a freestyle conversation, which of course Starts at the Beginning.
3. Repeat that conversation, distilling it down to a ride.
4. Pass the ride around the table.

I hope this will be an effective strategy for both teaching the art of hunting and harnessing its power while also giving the process structure.

On the art of hunting language

Pondering our first forays into language "pulling" or "hunting", as opposed to me just "pushing" the language onto the learners, it appears that getting the person you're hunting language from to understand what word you're looking for is something of an art. At least it's something you have to have a knack for. Although last week didn't really go badly, it didn't go as well as I'd hoped and I'm not sure if that was because it was a new concept and they were nervous, or if it isn't actually so intuitive after all.

If my learners continue to stall, how am I going to help them get the knack of language hunting? Could I come up with an approach that I could replicate for any other group of learners in the future?

I thought it might be useful to try and dissect what's going on when you're in the position of pulling language from a native speaker without any other common language. I remember the Advanced WAYK: Spanish Push/Pull video showcased a process of "Getting Hungry, Setting the Trap, Springing the Trap, Cooking It Up, Serving It Up" which must relate to this somewhat. Unfortunately I have yet to see a proper write-up.

Still, I have tried to identify the techniques (with a small "t") that I tend to use and I see others using when pulling language from a fluent speaker:

First: The Hunt

1. Use a Question Phrase
Question phrases that help you ask about specific words and expressions are probably what anyone should learn first when embarking on learning a new language "in the field".

What is that? (nouns)
How is that? What kind of __ is that? (adjectives)
What is it doing? What does it do? (verbs)

The following are universal:

How do we/should I say that?
Is that right?

2. Mime

Of course one has to assume that one's fluent speaker is not conversant with sign language, and will only understand obvious, not abstract, signs. Obvious Setups are also very important. This technique can be used in combination with incomplete sentences and question phrases.

Hunter: I say "boo" [acts out somebody trying to take someone else by surprise and frighten them] and he says "Aaa!" [switches to the other role]. What did I do?
Speaker: You... scared him?
Hunter: Yes! I scared him!

3. Draw a Blank (TQ)/Attempt the Sentence

This also requires an Setup to make the intended meaning Obvious. This works best when the Hunter has the rest of the sentence down pat.

Hunter: I give this money to you and you give this pen to me. You are ... [Draws a Blank with his hands] -ing this to me.
Speaker: Selling this to you?
Hunter: Yes! Selling this to me.

4. Break the concept down into simpler parts

This is like explaining complex concepts to a small child. In both situations, the concept must first be conveyed and then the word for that concept is provided. The difference is that with a child, the adult both conveys the concept and provides the word; in language hunting the learner conveys the concept so the fluent speaker will provide the word.

Hunter: Every four, five years everybody chooses who they want to be President.
Speaker: You mean an election?
Hunter: Yes, an election. During the election everybody writes down who they want to be President and puts this piece of paper in a box.
Speaker: Yes.
Hunter: What is this piece of paper?
Speaker: A vote?
Hunter: Yes! A vote.

Any or all of the above methods may be used to help the fluent speaker understand what we're trying to say, and then say it for us, helping us to "spot" what we are trying to hunt.

Next: The Chase

When hunting, it’s not enough to just spot your quarry. Now the chase is on! It’s the same with hunting language. Hopefully a combination of techniques will prompt our fluent speaker to give us the word we are looking for. But it’s not ours yet! We have to chase it down, in other words make sure we understand it correctly and know how to use it.

Hunter: Where is your house?
Speaker: It's in the city.
Hunter: How should I say this, "Where is your house?"
Speaker: "Where do you live?"

Spotted! Now the chase is on!

1. Prove it!

Hunter: OK, where do you live?
Speaker: I live in the city.
Hunter: OK, so your house is in the city?
Speaker: Yes.
Hunter: You are always in the city?
Speaker: Yes, I am always in the city.

2. Practise it (circling).

Hunter: Where does he live?
Speaker: He also lives in the city.
Hunter: Does he live near to you?
Speaker: No, he lives on the other side of the city.
Hunter: Where do I live?
Speaker: You live in the country.
Hunter: How long are you living in the city?
Speaker: "Have you lived".
Hunter: Ah OK. How long have you lived in the city?
Speaker: About 4 years. ...

So that's where I'm at so far. I look forward to any observations, especially if there's anything I've missed.

Perhaps I won't need to go through all this with my group. I expect the best method is probably just to tell them to Start at the Beginning and keep going until they get to something they don't know, and then let them work it out. Still, these notes may be useful for coaching as and when we get stuck. The more I think about it, the more I anticipate that "free hunts" will be the best way to go in the beginning, so they work as much of this out by themselves as possible, before then moving on to planned hunts.

In planned hunts, like Tea with Grandma, we will first establish our role-playing scenario, then discuss what language they can hunt from me using it. I hope this will make for a nice balance between systematically covering a syllabus and adapting the sessions to the needs and preferences of the learners.

Turkish Session Diary 6: A breakthrough!

In my last Turkish Session Diary post I said that I believed I had made probably the most important innovation yet with my group by introducing role-playing games to help my learners get used to using what they had learned by repeating set conversations.

Now on Week 13 I think I have really started to tap into the WAYK magic like never before, by teaching them how to pull (hunt) language from me instead of relying on me to push it to them.

Ever since I played with Arne I realised that this is what I had been missing all along. Using nothing more than a Setup and sign-language, and no English, to pull language from someone was a very different experience. While learning something by rote and then being forced to use it is undoubtedly effective, going out and getting what you need as you need it is even more so. But how would I get my group to do it? And how would I rein the process in and ensure we learn language systematically?

After watching a number of videos (such as Tea with Grandma in Latin and ASL from back in 2010 and the Advanced WAYK: Mandarin Push/Pull and Advanced WAYK: Spanish Push/Pull demonstration videos) to make sure I understood the concept, I hit upon the idea of first demonstrating how to pull by pretending to be an English student and hunting English from one of them. This proved to be quite effective.

I also realised that language hunts can be random, but they can also be planned. This is something I'm going to be working on a bit more. For next time, I'm going to come up with a goal conversation to function as my lesson plan, and then talk with the group about how exactly they're going to pull it from me. So before we start we will have decided what kind of Obvious Setups to use and what kind of questions to pose. I expect we will be Drawing a Blank a lot.

All things considered I think this introduction went as well as could be. Check it out!

Turkish Session Diary 3: Settling on session patterns

Well, 5 weeks in and my new bunch are still with me.

I've duplicated the Fethiye WAYK Turkish Curriculum on the official wiki over onto fethiyewayk.wikia.com. I won't be creating many new pages as I go forward, so I'll be able to update the official wiki now and again.

A lot of the material is now different after having undergone a number of tweaks. For now I'm just going to go through the pattern I've established that seems to be working well and update the material as I find the time.

When starting, I labour the concept of TQ Copycatting. It very quickly becomes necessary to point out that only people who aren't in the conversation copycat. So when you're the one being asked a question you don't copycat the person asking the question.

TQ How Fascinating is a toughie. Saying, "When we make a mistake we all throw up our arms and say 'How Fascinating'", is a bit counterproductive with retiree Brits. But I still think I'm honouring the spirit by calling "How Fascinating" all the time without calling it that. Lots of TQ Pull You Though It, lots of "No, that was fine!" and lots of laughs, backed up with a pep talk now and then that we're playing a game and having fun, not "learning" or sitting an exam. In the sense of keeping it light and fun, How Fascinating is certainly up there with TQ Signing as one of the absolutely indispensable concepts of the method.

Getting them to avoid speaking English during the lesson is next to impossible sometimes. "Oh what was it, bu, er, siyat kalem, oh no, sorry, siyah kalem, yeah see I keep getting that wrong, was that right, siyah kalem?" etc. Now and again I remind them to make the "timeout" sign if they want to ask something in English, and then just make the sign sometimes when they forget. But I find it's not worth making a big thing of it if it will break the mood, especially when you've barely got them to stop thinking of it as a lesson.

I've also gotten my head around the fact that TQ Killing Faeries is of course good and necessary, but this does not extend to explaining game mechanics. The difference between "I'm going to say what is this, and you're going to say 'It's a...'" and "We're going to say it twice this time round."

Now to the pattern

For each bitesize chunk, I'm following this procedure:

1. Select chunk Although a "Ride" in the Universal Speed Curriculum can be around a dozen lines long, I've discovered the hard way that the ideal size for a bitesize chunk is 4 lines, you-me-you-me. Anything longer is just too much, no matter how familiar the material.

So the ideal chunk is 4 lines long, containing mostly familiar material and focusing on just one new "thing" (TQ Limit). So, for instance, if they already know "What is this?/This is a black pen." (Bu ne?/Bu siyah kalem.) then I might introduce "Whose is this black pen?/This black pen is mine." (Bu siyah kalem kimin?/Bu siyah kalem benim.) OK so that's two new things but you get the idea.

2. Demonstrate I then use mostly TQ Invisible Friend to demonstrate each side of the conversation (ideally TQ Comedy Duo with my strongest student if I'm sure she'll know what to do), of course observing TQ In Threes and getting them to copycat. I will often interrupt to use TQ Sing-along Song for individual sentences or even words I can see them having trouble with. If they still haven't got it after the third demonstration I keep going until they're close enough (TQ Mumble).

3. Play I then start with the student who's next to me, or at least make sure it goes round so that the weakest student does it last. In the first round I repeat the conversation with her three times, and then signal that she should hold the same conversation with the person next to her. After it gets back round to me, we go around again but this time twice each. In the third round we just do the conversation once before moving on, and by this stage they've usually got it straight off the bat.

Then I move on to the next chunk, mixing and matching from material in the ride to get something with just one or two new things. Especially if the "new thing" from the previous chunk was a grammatical concept, I find it's good to cycle through the objects thus repeating that new concept four times until it sticks. This is especially important for suffixes.

I think next time I'm going to introduce a "free practice round", just have a round of asking anyone anything about what they have based on this week's material...

So that's where we're at so far.

We're back...

It's been a while, but I'm pleased to report that Fethiye WAYK is back.

I've started with two weekly Turkish sessions, and Gözde did some English sessions with adults just before the tourism season began, and is continuing with some children's sessions.

In the Turkish side, I have restructured the curriculum somewhat by eliminating suffixes to begin with.

Our opening conversation now goes as follows:

1. Bu ne?	What is this?
2. Bu, siyah kalem.	This is a black pen.
1. Bu siyah kalem kimin?	Whose is this black pen?
2. Bu siyah kalem benim.	This black pen is mine.
1. Ha, bu siyah kalem senin mi?	Ah, is this black pen yours?
2. Evet, bu siyah kalem benim.	Yes, this black pen is mine.
1. Hm, bu siyah kalem benim mi?	Hmm, is this black pen mine?
2. Hayır, bu siyah kalem senin değil benim.	No, this black pen is not yours, but mine.

Suffixes are going to be bite-sized pieces introduced by themselves, and only when everything else up to that point has been mastered.

So that's a little taster. I'll be sure to keep you posted as we progress.

Fethiye WAYK begins in English

Our Turkish sessions have taken somewhat of a break through a mixture of cancellations and illness. But the English side of things, run mostly by my wife Gözde, is going from strength to strength, already halfway through the USC with two separate groups. Hopefully we'll have some video for you soon.

We're talking about how to move further beyond the USC. With tourism/service industries the big thing around here, most likely our vocabulary and set-ups will expand in that general direction as we build up the grammar.

Below is a translation of Gözde's first post on the blog, reflecting her impressions:

After researching WAYK for some time with my husband, I started to believe that WAYK could be effective in light of points that overlap with principles of language acquisition that we are taught as English teachers. I talked about the method with some adult students who wanted to learn English and so we decided to give it a try. Although there is a business side to it, this is a secondary consideration in our experimental group project.

Our first English lessons

One of my first points of hesitation with WAYK, which we had actually seen in the case of foreigners learning Turkish, was the possibility of adult groups not being enthusiastic about using sign language. But right from the first lesson there was no hesitation, even by shy students. Our first lesson followed the Universal Speed Curriculum. At the end of the lesson they were conversing without the signs, even one of them who we could say was encountering English for the first time.

The strongest aspect of WAYK that I have observed is that it keeps students' motivation at a high level. At this point I can identify two reasons: the game aspect for children, and for adults the fact that they can speak English from the first lesson.

As for developing the curriculum, at the moment I have only used sign language with the beginners' classes but I have used WAYK principles with a 10th grade student and found it to be useful in getting her to use grammar she learnt at school. My husband has also used WAYK with an 11th grade student to great effect.

WAYK's edge

Although the sign language makes WAYK different to classic techniques, this is not the basis of WAYK. Essentially, we find in WAYK the ideal language teaching methods taught in education faculties, in particular teaching without using the student's mother tongue, creating set-ups, and using lots of repetition.

The biggest difference between WAYK and classic methods is that there are no explanations of grammar, just as when children learn language. Logically there is no need to explain something again when the brain has already learnt it, only prospective English teachers really need to know this. Those who only wish to speak English do not need to know what a structure or rule is called.

Many teachers will have observed the gap between what we are taught in university and what we are able to apply in a class environment. From this perspective we can say that WAYK is a package programme that enables us to apply ideal teaching methods.

These are my impressions so far, I will write more after upcoming lessons...

Turkish Session Diary 1

Today we had our third formal session with our first student, and two more joined us for the first time. All three have some Turkish vocabulary, so they're not starting from scratch. Still, getting used to signing and speaking at the same time is proving difficult. I've assured them that the signs will both fix the words in their memories and help them to truly grasp the grammar, and they're still with me so far. As the signs started to sink in I think they could see a way to them being helpful.

I've uploaded a video to Youtube of the Mine/Yours part of the lesson. They weren't so keen on me filming them, but they didn't mind so long as I filmed myself.

I am still feeling my way with introducing new material and making it digestible for newcomers, but they've been very patient with me and I am improving. One of the main things I keep having to remind myself to do is slow down with the signs, which is somewhat difficult when you're signing suffixes. But I'm sure it will work out. Our third-time student was as active as I was in persuading the newcomers that they would get used to the system and find it helpful.

So that's Parts 1-3 of the USC in a single two-hour session, but of course that's with people who already have a decent vocabulary. Still not bad!

Edit: Please see my next post.

Teaching vs. hunting: A draft manifesto

After sleeping on it, the Advanced Spanish Hunting video has helped me refine my thoughts about exactly what I'm doing (or trying to do) in adapting "Where Are Your Keys?"—a comprehensive method in which students become teachers in the noble cause of language revitalisation—to more mundane, mainstream, marketable language teaching.

What We're Taking Away

In the Spanish hunting video, Evan and David explain how they simultaneously hunt new language from each other for their own benefit and build new rides. The ride building process is explained as Getting Hungry, Setting the Trap, Springing the Trap, Cooking It and Serving It Up. As always, I wish there were more documentation, and I can't claim to fully understand what all these stages mean. Still, the general idea is quite clear. As far as I can tell Getting Hungry is the bit where you work out what you're going to learn next, the rest of the stages help you to glean, confirm and internalise that element through Proving and other techniques, and finally Serving it Up is where you have a formalised Ride that can be passed on.

Turning WAYK into a standardised course package will have the side-effect of sucking all the creativity out of the process for my students. I will simply be Serving It Up, and doing the rest behind the scenes as I develop the course week by week. Of course the Rides themselves will still work, but come the end of my course my students will be no more "language hunters" than they were when I first asked them "What is that?"

On a personal note, it has just dawned on my wife and me that the hunting dimension of WAYK will be ideal if and when we decide to try and learn minority languages such as Kurdish, where decent course books are hard to come by. But this is of little interest to a student who needs one language now and is selecting a course for that immediate purpose.

What We're Adding

First and foremost, by successfully applying WAYK—a lesser version of WAYK at that—to build a course that teaches the same amount of language as its rivals faster and more accurately, there will be tangible, documented evidence that WAYK really is as good as it claims to be. Instead of being a little-known, quirky, experimental pretender to the crown of dominant methods in the eyes of the few in the mainstream who have heard of it, WAYK will tower over its rivals as not only better than the competition, but having a vision extending beyond short-term language tutoring.

In addition, despite being "shallower" than the original WAYK because of neglecting the hunting element, the course will be "broader" because it will weave in standard vocabulary at each level as part of a self-contained, marketable package. Open-source documentation will provide a template for teachers in other languages to develop their own courses.

I have written a lot about my worries about taking WAYK and offering lessons with the promise of a comprehensive language course, when said course is still in development and is being documented for the first time. This is why I feel the need for a clear vision starting out. This is a "draft manifesto", it simply reflects my current understanding of how this is going to work, and I'm putting this down to keep my own doubts at bay as much as for anyone else.

Getting started

Hello World!

My name is Joel Thomas and together with my wife Gözde we're embarking on a project here in Fethiye, Turkey, of applying the Where Are Your Keys (WAYK) language fluency training methods and their derivatives to mainstream language teaching. Specifically, this blog will be a way for me to document the journey as we develop and document a curriculum/syllabus with specific vocabulary and grammar mastery goals in mind.

We had our first formal session today, and so far so good. Getting people to TQ Copycat is an uphill struggle at the beginning, but the more people you have doing it together the less silly they feel.

We haven't even got through the Universal Speed Curriculum yet. I mean, we have a draft translation but we haven't actually play-tested it all yet. A strict translation requires several times more new grammar than the equivalent English, so in line with TQ Limit there will be modifications. As and when we've play-tested it all I'll be uploading it to the wiki, and then we'll go from there.

So, that'll be all for now...

PS: I've been posting some on the WAYK and LH Google groups already, and in a way they form the background to this blog. For anyone who's interested in giving advice and would like to see some of my thoughts up to this point, please see the following chronological list:

WAYK for agglutinative languages
Explaining fairies: Why a joke isn't funny when you have to explain it
Hi from Turkey
Syllabus framework