My Language Odyssey: Discovering the World Through Words

Hello, welcome to the hidden oasis of my backyard! ! Today, I'm taking you on a journey through the twists and turns of my language-learning adventures. It's a tale of challenges, discoveries, and the joy of connecting with cultures through the beautiful vehicle of language. The World itself has not changed. However, my perspective on the world does! Follow me to discover the story of my language-learning journey!

If you have more time, please check the following details on my literacy path and my reflections on related learning theories and teaching methodologies.

During My Younger Life: China is My World

I was born and raised in China, a country that degrades English learning. Few bookstores have original English books, and it's not even possible to buy them from abroad with extra money, as Chinese law does not allow it. We don't have English broadcasts. There is only one English channel on TV, but it has very little content. No one around me speaks English or understands it.

The Left Image: My EnglishText Book (in Chinese) ;

The Right Image: China in My Eyes v.s. China in the World

The Unwelcome Wednesdays

My tryst with English began not out of fascination but as a mandate.

Picture this: a young student in China, where the world of English literature and media felt as distant as the moon. English classes were introduced just as a mandatory school subject. Every Wednesday afternoon became a dreaded encounter with a language that felt more like a mathematical equation than a means of communication.

Unlike the natural acquisition process described by Gee (1989), where language is absorbed subconsciously through "meaningful engagement and trial and error in functional settings" (p. 20), my experience was characterized by the structured, often sterile classroom learning environment. Gee (1989) distinguishes sharply between acquisition, the subconscious process of language absorption, and learning, a conscious endeavor "rooted in formal education and analytical breakdown" (p. 20). My early encounters with English epitomized this dichotomy, as my initial foray was not driven by an inherent desire or a natural, meaningful context but rather by a decision made during a mundane parent-teacher meeting.

This mandated approach to English learning, devoid of the natural immersion Gee (1989) advocates for, positioned my early experiences with the language as laborious tasks rather than opportunities for "genuine connection or understanding" (p. 23). Each session in the classroom underscored the chasm between the organic acquisition Gee (1989) describes and the rigid, formulaic learning processes I was subjected to, highlighting the inefficacy of traditional learning methods in fostering "true linguistic mastery or appreciation" (p. 23). This contrast between the potential for language to act as a bridge to new worlds and its reality as an academic chore stripped of passion or intrigue, reflects a broader misunderstanding of language learning and acquisition within our educational systems.

A Melody That First Led Me to A Bigger World : Saturdays with French

My Favorite French Song Since 12 years old: Je m'appelle Hélène

In middle school, something magical happened. I stumbled upon French, a language that sang to me, quite literally, through its enchanting melodies. Unlike English, French wasn't a subject imposed upon me; it was a choice sparked by my genuine curiosity and love for its musicality. It was my first step into learning a language for the sheer joy of it.

My weekends transformed into exploratory missions into French culture, guided by French native-speaker teachers in China who opened my eyes to the Francophone world. This wasn't just about learning to speak; it was about understanding history, culture, and the human connections that language can forge. Our classes were not exam-oriented; instead, we had oral French, listening, Writing, Vocabulary, and cultural sessions.

*All the French Movies hear/feel more romantic in French, than any translated versions of English/Chinese

Meeting English Again - Beyond Exams

Upon arriving in the United States in the summer of 2022, I realized the limitations of the exam-oriented English learning approach prevalent in China. Focusing on rote memorization and standardized tests, this method contrasts sharply with the immersive conversational fluency needed in English-speaking environments.

Mastering a language goes beyond grammar and vocabulary; it requires interaction, cultural exchange, and understanding "the nuances of real-life communication" (Scribner, 1984, p. 13). The lack of an immersive linguistic environment in China highlights the necessity of fostering settings that promote active language use and cultural immersion, pointing towards more effective language education practices of literacy's "survival or pragmatic value" (Scribner, 1984, p.3).

As an old Chinese saying goes, feeling ashamed means becoming very brave. I was in this situation. Let go of the fear of shyness and ridicule and embrace communication with courage. I commit to completing every piece of homework and seizing every opportunity to express myself in class. Now, after 20 months, my English has improved significantly without the crutch of memorizing new words. This shift towards a more holistic understanding of English, supported by the community at Berkeley, has not only improved my language skills but also helped integrate me into a larger, global context filled literacy “with power” (Scribner, 1984, p.6).

Fig. I was the only student who lived in the US for less than 5 years in the debate team. Tim from the US, Yi from China, Sam from Japan, and David from the US (changed the name because of privacy)

From left to right:

Work with colleagues for leadership at International House (2022-2023); Be a Teaching Assistant for the prior US Secretary of Homeland Security, Janet Napolitano (fall 2023); volunteer at Bay Area Tech Middle School (Spring 2024).

Exploring A Much Bigger World: Embracing Spanish

Fast-forward to my third semester at Berkeley, where I discovered that Spanish is the native language of many countries. Recalling my learning experiences with French, I am eager to immerse myself in a more culturally rich world, to embrace Spanish with open arms and a heart full of excitement. Since then, mornings have transformed from a routine chore into a cherished ritual because my everyday Spanish class is from 8 am to 9 am. Spanish became more than just an academic credit; it was a new lens through which to view the world. My studies were fueled by a desire to connect more deeply with the stories and histories of Spanish-speaking cultures.

Photo with My Spanish Teacher at UC Berkley Riva (April 2023)

My journey in learning Spanish diverged from traditional language courses, emphasizing immersion with interactive activities, games, and conversations that transformed learning into an enjoyable process. This approach underscores the significance of engaging and dynamic classroom environments in facilitating language acquisition, as Hull and Rose (1990) advocate for a "richer, more transactive model of classroom discourse" that encourages active participation (Hull&Rose, 1990, p.297).

Embarking on the path of Spanish learning unveiled a world of marvels, revealing the language as the lifeblood not just of Spain, but of all Latin American countries. This adventure allowed me to explore the rich cultural, historical, and linguistic diversity across continents. This mirrors Hull and Rose's emphasis on the "value of embracing varied perspectives and experiences in educational settings. (p.297)" Through learning Spanish, I've been introduced to a broader world, gaining insights that have significantly enriched my worldview.

The discussion by Hull and Rose (1990) on the necessity of embracing "uncertainty and student-centered learning" resonates with my experiences. Just as they suggest that "hesitancy and uncertainty are pivotal to knowledge creation (p.297)," I found that diving into the complexities of the Spanish language and culture has broadened my understanding and connected me to a global community. This aligns with their vision of a classroom that balances structure with the freedom to explore, demonstrating how such an approach can lead to more profound, more meaningful learning outcomes.

From China to the World: My Reflection on Language Learning

As a native speaker of Chinese, I encountered firsthand the challenges associated with the lack of practical exposure to the English language within the People's Republic of China, where language acquisition is predominantly exam-oriented. This situation persisted until my relocation to the United States, where daily engagement in English conversations unveiled the critical role of immersive environments in mastering a foreign language. It became evident that language serves not merely as an academic discipline but as a fundamental tool for global communication and connection. Consequently, I advocate for the enhancement of bilingual education programs in China to facilitate a more holistic and effective approach to language learning.

Furthermore, my personal journey of language acquisition extends beyond English. I approached French through direct translation from Chinese, whereas my learning strategy for Spanish involved direct memorization of Spanish vocabulary and structures without intermediary translation into Chinese. These distinct methodologies underscore the diversity of language learning strategies and their respective impacts on my linguistic proficiency. In future research, I aim to delve deeper into the efficacy of these contrasting approaches to language learning to identify more effective educational strategies for language acquisition.

The concept of "translanguaging" could further illustrate the dynamic and fluid nature of language use and learning. As De Los Rios and Seltzer articulate in their exploration of bilingual classrooms, Anna's reflection on translanguaging showcases the empowerment found in navigating multiple languages simultaneously, challenging the notion of linguistic purity and advocating for a more inclusive understanding of language as a multifaceted tool for communication (De Los Rios & Seltzer, 2017, p. 69-70).

Moreover, the foundational importance of developing basic interpersonal communication skills (BICS) in any language acquisition process cannot be overstated. As Wong Fillmore points out, these skills, reliant on contextual cues and interactions, are critical for effective face-to-face communication and serve as an accessible entry point into a new language (Fillmore, 2009, p. 2). The transition from conversational fluency to mastering the academic register, however, is significantly influenced by early literacy experiences, which shape one's ability to navigate complex texts and academic discourses (Fillmore, 2009, p. 7).

The disparity in literacy preparedness highlights a crucial challenge for educators: fostering a love for reading and an understanding of its purpose among students who lack early literacy experiences. Without this foundation, reading becomes a mechanical task rather than a portal to new ideas and worlds, underscoring the necessity for educational practices that bridge this gap and unlock the potential of reading as a means of academic and personal exploration (Fillmore, 2009, p. 8).

In light of these considerations, my research will explore the implications of translanguaging and early literacy experiences on language learning efficacy, aiming to contribute to the development of pedagogical strategies that embrace linguistic diversity and promote comprehensive language mastery.

For those of you learning a new language, what has been the most fun or effective activity for you?

I'd love to hear about your own language-learning experiences. What challenges have you faced? What moments of joy have you encountered? Drop your stories in the comments below, and let’s celebrate the journey of discovering the world through languages together!

I will finish my sharing with the following video. I hope you will like it!

References:

1. Gee, J. (1989). What is literacy? Journal of Education, 171(1).

2. Scribner, S. (1984). Literacy in three metaphors. American Journal of Education, 93, 21. University of Chicago Press.

3. Hull, G., & Rose, M. (1990). "This wooden shack place": The logic of an unconventional reading. College Composition and Communication, 41(3), 287-298.

4. De Los Ríos, C. V., & Seltzer, K. (2017). Translanguaging, coloniality, and English classrooms: An exploration of two bicoastal urban classrooms. Research in the Teaching of English, 52(1).

5. Wong Fillmore, L. (2009). English language development: Acquiring the language needed for literacy and learning. Pearson.