Carry on Teaching

We all accept service and products in good faith because we do not have the expertise to evaluate them. There has been an attack of socpie.uk by certain Welsh speakers giving Welsh lessons, who are practising unacceptable methods and making misrepresented claims about learning issues and giving reckless learning advice.

We appear to be living in a society where people appear to believe that they are entitled to bully and abuse complainants. The recent attack on Mr Mick Antoniw A.M. in the Sened illustrates this unacceptable conduct and the upset it can cause. Freedom of Speech is a very cherish human right in a democracy.

The vast majority of scope.uk citing are resolved privately. There have been approaches to individuals that have informed. as opposed to giving citations. Only those who do not respond to challenges have their challenges cited. Howard has received unlawful harrassment warning from the police and attacks from solicitors about citinings that cannot be published for legaly reasons.

1. Aran Jones Deictful Reckless Learning Advice

How to become fluent in Welsh Crossing the bridge from learning to USING

How to get the BEST results out of ANY Welsh language course - not just ours!

1 – The Problems

2 – The Solutions

3 – Advanced Techniques

Introduction

Some people spend YEARS learning Welsh – but never cross the bridge to becoming a fluent user of the language. If you’re reading this, you probably already feel that you haven’t learnt Welsh as quickly as you had hoped. Maybe you’re worried that you might be trying to learn in the wrong way, and you’d like to know how to do better, and how to find learning Welsh easier.

Other people (you might already know some of them!) seem to dip their toes into Welsh and then within a few weeks be chatting away happily to any Welsh speaker they meet. If you do know someone like that, you won’t be at all surprised to hear that most of us feel a
mixture of real admiration and frustrated jealousy when one of our friends learns Welsh so
quickly.

For as long as people have been learning languages, there has been a myth that you either have a gift for languages, or you don’t – and if you don’t, it’s just bad luck. This is absolute nonsense! Okay, some rare people have extraordinary abilities with languages – just like some rare people are brilliant mathematicians or world-famous concert musicians. But 99% of people who learn languages are all on almost EXACTLY the same level as each other.

But some people spend YEARS without getting where they want to be, and others are holding relaxed conversations in a few weeks – because of small but VITAL differences in HOW they go about their learning.

The good news, if you are one of the many people who aren’t learning Welsh as quickly as they had hoped, is that the changes you need to make are neither complicated nor difficult. In fact, the whole purpose of this short paper is to show you EXACTLY how to transform your approach to Welsh so that you too will be one of those confident people happily chatting away in Welsh in just a few weeks from now – whatever course you’re using!

We’re going to look simply and clearly at the problems, and then I’m going to show you straightforward and practical solutions. By the time you finish reading this short paper, you will know EXACTLY what to do to take your Welsh to a whole new level of excitement, entertainment
and achievement.

H.G. This claim is abjectly ridiculous. The notion that learners can learn a new language in few weeks is silly. If it were possible, then surely someone would have found it.

1 - The Problems

Traditional language learning is full of built-in problems that make it extremely hard for any student to succeed – and this is why learning Welsh is often seen as an incredibly difficult thing to do. Here are some of the ways in which schools help to make it harder for students:

Translation

If you were unlucky enough to try but fail to learn a language at school, you will almost definitely remember trying to translate from English into the other language, or the other way round – this is still a common task set for most school children today! Why is that so amazing?
Because translation is the most advanced language skill of all!

The world is full of bilingual people who absolutely HATE it when people ask them ‘just to do a bit of translation’. Translators need to spend years developing and practising their skills, and to work extremely hard to pass challenging professional exams.

Now, if someone who speaks Welsh and English fluently can find it difficult to translate between the two, how easy do you think it would be for a school child to learn through translation? It’s like taking someone who has never played tennis and asking them to face Roger Federer on serve.

No wonder so many language students give up for ever!

H.G. What Aran is referring to is positive language transfer. It is a scaffold that allows learners to process their new language meaningfully through reference to their native language. His rationale is more than silly. Translator need to have large working memory capacity and they need to be highly fluent in both languages. He has not got a clue how learners learn languages.

Grammar

What a crazy idea it was that you could teach someone a language by teaching them the grammar of that language! Here’s a simple question – how many English speakers do you think have a perfect understanding of English grammar? Do YOU have a perfect understanding of English grammar?!

So if you don’t need grammar to speak Welsh fluently, why puzzle people to bits by forcing them to learn complicated rules and regulations? Okay, you need to know some of the rules to make yourself understood – but at the moment, it’s as though schools forced you to learn how to build
an engine before letting you have your first driving lesson!

H.G. There are a lot of things we cannot perform fluently, such as in maths, but this does not mean they do not need to learn it. Unless learners learn grammar, they cannot construct it. Aran’s concept of language learning is that they should memorise phrases like ‘parrot fashion’. He uses word like 'cracy in attempt to decieve learners into agree with him.

Reading and writing

This might surprise you at first – but it’s true. Schools concentrate on teaching reading and writing a new language because it is EASIER for THEM to get a class of 20 or 30 to read or write at the same time than to talk and listen. There’s just one problem with that – you DON'T need to
be able to read or write a language to be able to speak it. There are still many English speakers (too many) who can’t read or write – but they can speak English.

Now, I’m not saying that reading and writing don’t matter – I’m saying that when you’re learning Welsh (like with any other challenge) you should do the easy stuff first. If you can read and write your own language, once you’ve learned to speak Welsh, it will take you almost no time to read
and write it as well. But if you start off (as happens at school) concentrating on reading and writing, you’re trying to show that you can walk on your hands before you’ve learned to walk on your feet.

This is where the magic of learning a language happens. This is where the fact that our brains
are designed to learn languages really comes to life.

Tragically, this is also where almost all schools and almost all courses place the LEAST amount of their work. How crazy is that?

The EASIEST and most IMPORTANT part of learning a language gets the LEAST attention. Okay, it’s not easy for schools to focus on speaking and listening unless they have tiny class sizes – but at least they could TELL students that they’re leaving out the easiest, most fun and most important part!

H.G. The claim about schools concentrating on literacy is because it is easier is ridiculous. Aran appears to state the first thing that comes into his head. Research clearly illustrates that developing the four language skills aids children’s aural development. Speaking and listening. Coleman and Klapper researched book of university second language stress important of written work. Cognitive research illustrate reading has vital role in all children's language development first and second languages.

So, let’s recap. Traditional language learning makes you learn more confusing grammar than you will ever need, forces you to concentrate on unnecessary reading and writing, tests you with translation (the most complicated language skill of all) and doesn’t give you much of a chance to
speak or listen.

It’s not surprising so many people leave school thinking that they’re no good at languages! In fact, it’s AMAZING that some people learn a language well in SPITE of the system...

H.G. Aran does not know how to teach or how to learn. He is clearly not an intelligent person. Trigically his criticising what he too irgnorant to understaned.

More Problems - Teach Yourself Courses

If you try to learn Welsh from a book, or even from a set of CDs, there are some other problems you run into which stop a lot of people from crossing the bridge to speaking fluently. When you’re working on a course, you usually work a chapter at a time. If you’re n0ot sure that you’ve understood it, you go back and work through it again – until you feel confident that you really have got to grips with it.

But there’s one HUGE problem with this approach. You are learning the chapter, not the language.

What I mean is, as you work your way through the chapter, you are remembering all sorts of clues from the English – almost as though you were learning a song by heart. The thing is, you can learn a song by heart, word perfect – but when you see three or four words from that song
written on a wall on your way to work, you might not even be able to begin to remember what song they come from.

Just because the context is different, you can get thrown right off track. In exactly the same way, you can learn a chapter in a course perfectly, so every time you work through the chapter, you feel 100% sure about it all. But when someone uses those words and those rules in a
different way, in a different context, you’ve only seen them work in the way they are in that onechapter. The new approach confuses you, and you can’t keep up.

Something similar happens with your own use of Welsh.

You might learn, for example, how to say several different sentences – but you never take the step of mixing them up to make new sentences yourself. This means that you stay trapped within the limits of the course, instead of breaking out into the freedom of real conversation.

H.G. What Aran is doing is castigating proven methods. Proven methods are those that are prasctised on large population of learners. He is criticitising every element of proven course as honey trap to use his abjectly deictful unproven methods. They proven. they proven not to work. The researched standard proven methods for adult second language teaching is on Coleman and Klapper (2006). There are twenty-two leading authoities including professors contributing to it.

So, there are the problems. By now, you should be able to see that if you are not learning Welsh as fast as you would like, it’s almost certainly not your fault!

But as I said at the beginning, the solutions are much more straightforward than you might expect. Let’s look now at how to change the patterns of language failure into the patterns that will see you using your Welsh in a more confident and relaxed way than ever before – in just a few short weeks from now...:-)

2 - The Solutions

Complicated solutions are no good – it’s complicated approaches which have made it so difficult for so many people to learn Welsh. So get ready for MUCH simpler solutions than you might
have been expecting!

1. Cut out the complicated stuff.

Translation, grammar and so on – avoid it as MUCH as possible.

2. Focus on speaking and listening.

If you can, try to find a course that is ENTIRELY speaking and listening – but if your course has an element of reading, make sure that you practise reading aloud and using that material as part of the speaking you do.

3. Understand the KEY concept:

It is how you practise Welsh that will decide how quickly you progress.

Now, don’t worry if you’ve just read those three points, and you don’t feel that you have a clear road map to follow to transform your learning.

The first two points should just help you to avoid the wrong kinds of courses – but the third point, about PRACTICE, is the key to changing your
experience of learning Welsh. And how to change the way in which you practise is the main
focus of this section.

PRACTICE MAKES PERFECT

Whatever course you are doing, when you finish the first chapter, you should write down all the words in that chapter in one long list. For each extra chapter you study, you should add the new words to your list – this is your Raw Material List.

You should then aim to spend 10 minutes every day making up (and saying out loud!) as many different sentences as you can from your Raw Material List. This does two VITAL things – it breaks the words out of the prison of the chapter, and it forces you to use your Welsh.

When you use your Welsh actively like this, you are connecting your new language to the natural strength of your own creativity.

If you don’t think you’re creative, ask yourself how many sentences you have spoken in English today.

Did you learn them all from a book, or did you make them up?

Once you tie your Welsh in to the natural ability that makes it so easy for you to speak English, you will be putting the strongest possible foundations in place for becoming a relaxed, confident Welsh speaker.

There’s only one final piece of the jigsaw you need – practising your listening. There is one very easy way to do this – and it won’t cost you anything. All you need to do is listen to the radio in Welsh!

It doesn’t matter whether you’ve just started learning, or are more advanced – having the radio on in Welsh (you can get Radio Cymru on the internet if you don’t live in Wales – just click HERE) will have an enormously significant impact on your ability to use the language.

The reason for this is simple – hearing Welsh at normal speaking speed helps your brain process the sounds of the language, and identify words and phrases.

Even when you have very little language knowledge, hearing normal spoken Welsh on a daily basis will significantly accelerate your ability to understand the language.

And there’s one last piece of GREAT news about this – all you have to do is have the radio on in the background.

You don’t even need to listen to it consciously!

Just because your brain is hearing natural spoken Welsh will massively improve your ability to understand other people in a conversation – it really is the ultimate in pain-free language learning.

H.G. What Aran Jones is claiming is sheer fantasy. All new langauge now takes months if not years become able to recognise individual words from language spoken at normal speed. It takes even longer start meaningfully recognising w and even longer to meaningfully interepret it. He appear to state anything that comes into his head.

TRANSFORM YOUR WELSH – A SUMMARY
you
1. Choose a course which concentrates on speaking and listening

2. Spend 10 minutes every day making up (and saying out loud) sentences using your Raw
Material List

3. Have Welsh radio on in the background as much as possible (but don’t worry about actually
listening to it!)

3 – Advanced Techniques

Once you have spent a week taking the three basic, easy steps listed above to transform
your Welsh, you will be ready to add two extra advanced techniques that will accelerate
your progress even faster.

1. Try to echo your English conversations in your head in Welsh. You won’t be able to do this with everything you say, of course – but try to pick one phrase or sentence out of everything you say, and see if you can think how you would have said it in Welsh.

Even if you just do this 5 times a day to begin with, it will make a huge difference – by the time you do it almost every time you say something, you’ll be in the fast lane with the wind in your hair.

H.G. This is incomprehensible.

2. Seize EVERY opportunity you get to talk to people in Welsh.

This can feel intimidating and embarrassing at first, but if you promise yourself to have at least one ‘conversation’ (even if you just say hello, and make a comment about the weather!) every day, you will quite literally be amazed how often you are using Welsh, and how excitingly quickly
your Welsh is improving.

H.G. According to Dr Margaret Newcombe, Cardiff School of Welsh, must Welsh speakers will insist on speaking English to Welsh learners. It will take many years before they can attempt it. Aran is implying that learners are advanced learners after a week.

CONCLUSION – JUST DO IT

The five steps (3 basic plus 2 advanced) listed above will make a truly amazing difference to your Welsh, whatever course you are using. But you MUST put them into operation! DON’T sit back and think that they are too simple to make a difference – if you complete each point every
day, in a MONTH from now you will be speaking and understanding Welsh better than you would
ever have thought possible.

Set yourself a target: 10 minutes every day of making up sentences from your Raw Material List, 30 minutes of having Welsh radio on in the background, echo 5 English sentences in Welsh in the course of the day, and have one brief mini-conversation with a Welsh speaker. Why not write
the targets down and put a tick against each one you have completed at the end of the day? Then, when you have done 30 days in a row with 4 ticks every day, if your Welsh isn’t excitingly better, email me to complain – and I’ll refund you 100% of the cost of this free report...;-)

But when you DO get excited about the change in your Welsh, please DO let me know – I really love to hear from people who are delighted by the difference these simple tactics make for hem.
You can email me at aran[at]saysomethinginwelsh.com – think of it as how you can say

‘Diolch!’ for this free report...:-) Good luck, and happy super-charged learning!

Targets List

I suggested that you set yourself specific targets, write them down on a piece of paper, and tick them off each day, so that you can see how closely you have kept to them over 30 days. Just in case you’re like me, and put off little jobs like that, I’ve made it easier for you – click
on https://www.saysomethingin.com/static/ticklist.pdf to download a monthly target list that I’ve
done for you!

All you need to do is print it out and tick off the targets each day. I promise you, if you tick all four for 30 days in a row, you’ll be delighted at the difference it will make for your
Welsh...:-)

Amazon U.K. Kindle Book

Jones, Aran. High Intensity Language Training: An introduction to the key principles (H.I.L.T. - Sprints and Intervals for Accelerated Language Acquisition Book 1) . SaySomethingin.com Ltd. Kindle Edition.

Chapter 1

That’s how ‘easy’ language courses work. They give you a lorry-load of reasons and excuses NOT to be saying sentences in the language you want to speak - you’ve got to learn the grammar, you’ve got to memorize word lists, you’ve got to play fun little games and click on things. Sure. Good luck with that.

High Intensity Language Training gives you a very different experience. It makes you say things in your new language.

Over and over again - different stuff every time. It gives you a neurological workout that will leave you absolutely exhausted. In half an hour of an ‘easy’ course, you might say a dozen things in your new language.

But in half an hour of a High Intensity Language Training session, you’ll say 120, 130 or more full, real sentences.

Review

The final claim in this extract defies credibility. Mr A.J. is referring to full sentences, not even phrases and the phrases must contain words. His concept of learning is the ‘Feed the Duck’ vision. He believes that learning is a process of just pouring language into the brain like petrol in a tank.

What Mr A.J. is so lamentably ignorant of is a trained teacher throughout the world need to promote learning. Assessing word memorisation is likely to be the first thing the students would do when they take a cognitive science degree course. He is essentially claiming that learners can instantly learn a thousand new words.

Mr A.J appears to be the only person on planet Earth who believe this.

It is strange that no one in the world appears to have discovered that his “Cut out the complicated stuff’ learning approach, which he refers to in his learning advice “How to Become Fluent in Welsh” that no one else has discovered it in this the word. At 10 words per sentence, he us claiming learners can instant ‘say’ not ‘learn’ a 1,200 words in half an hour. He knew what he was implying.

This is the man who went to the Isle of Man and lied to the Islanders that he had learnt Manx to basic communicative level in seven binge learning hours. This is a the same man who does not have a clue how learners learn.

Chapter 3

We use formulaic blocks all the time - it’s a large part of why first languages speakers always seem to talk so quickly. In fact, the moments when you see someone stumble, or slow down and seem uncertain, are often the moments when they need to use some words that don’t fit into an obvious formulaic block that they’ve used before.

The most important thing is that every extra formulaic block we add to that mix will open up increasing numbers of sentences. When you can produce those five phrases confidently and quickly, and you then learn ‘I said’ - that one new item gives you an immediate 12 new sentences.

I said I don’t know what she wants, I said… oh, you can build the rest yourself, if you want to…;-)

Combine a core of formulaic blocks (imagine how many sentences you could produce if you had just 20 or 30 key formulaic blocks!) with intense spoken production that recruits a wide variety of neural circuits, and it should be increasingly obvious to you why High Intensity Language Training leads to non-traditional speed of acquisition.

Review

Mr A.J. clearly does not understand what the word formalic means. It is unfortunate that he did not perform a simple website search to establish what it means. The simple Wikepedia definition is:-

Formulaic language (previously known as automatic speech or embolalia) is a linguistic term for verbal expressions that are fixed in form, often non-literal in meaning with attitudinal nuances, and closely related to communicative-pragmatic context.^[1] Along with idioms, expletives and proverbs, formulaic language includes pause fillers (e.g., "Like", "Er" or "Uhm") and conversational speech formulas (e.g., "You've got to be kidding," "Excuse me?" or "Hang on a minute").

The fundamental problem with formalic language is that it had ambiguous meaning. When some refers somone being ‘given the sack’ in English, for instance, it does not mean father Christmas has given some a sack of presents. The ‘rule of thumb’ would be meaningless to English language learners.

It is not explicitly clear that even Mr A.J. understands the arguments he is making. It is said that the school of life is a very good teacher, but the problem is that it kills all its learners.

Mr A.J. concept of learning a language is building up an army of memorised sentences. He is clearly under the delusion that new phrases can be learnt instantly. The notion that learners can mechanically memorise every phrase they may need to use in a language is silly.

Chapter 4

Traditional language education used to be heart-breakingly painful. One of the main reasons was the widespread belief that a learner couldn’t produce a sentence until she knew the grammatical rule that ‘expla all ined’ it.

This lead to a two pronged and soul-destroying approach to languages. First, you had to learn daunting amounts of grammatical rules. Second, you had to learn depressing lists of verbs and nouns. Sadly, some of this is probably familiar to you from your own time at school.

Instead of starting with ‘I don’t know’ and then moving on to some more useful formulaic blocks, you’d learn: I don’t know. You don’t know. He doesn’t know. She doesn’t know. It doesn’t know. (That’s already taken as much cognitive effort as our five formulaic blocks from the last chapter, but you can’t say a single sentence yet!). We don’t know. You (plural) don’t know. They don’t know.

Ready to stab yourself in the eye with a spoon yet?

Hold on, we’re not finished - now you need to do exactly the same thing for the past tense, and the future tense, and the past continuous, and the past conditional, and the conditional, and… you get my point, don’t you?

You could learn 50 blocks of language and still not be able to produce a single sentence.

Using Our Most Natural Language Skill Not only is that kind of work unpleasant, tedious and ineffective - it’s also a particularly ironic waste of time.

You see, we have one utterly natural language skill (a key part of how we learn our first language) that means we just don’t need to wade through all that pain. It’s the ability to extrapolate. Do you remember this sentence from the previous chapter?

So What Was That Stuff About the Sea and the Land? When you don’t know a language, it’s like the sea. Wherever you step, you’re going to fall into it. Then you start to learn bits, and they become islands for you.

But instead of trying to turn every single part of the sea into an island, you just start jumping from island to island - guessing, trying stuff out - and every time you get a guess right, all the sea between those two islands turns into land as well

. And then one day, instead of having a collection of islands in a sea of confusion, you realise that you’ve got lakes of uncertainty scattered around a country you can walk through.

Review

‘Stab in the Eye’ does not appear to be very professional language. It is an idiom. It formulaic language.

What Mr A is immensely ignorant about that all professional teachers across the developed world are required to apply the same fundamental processes of teaching. The procees of teaching is extremely well researched, so well researched, the teachers do not need to research it to practice it. No one would bother, for instance, to go out and investigate whether the world is flat and round. It may appear flat to certain people, but I can promise you it is round.

Mr A.J. must be a very ignorant person if he does not know how to learn.

Coleman and Klapper (2006), who wrote written a researched book on University second language teaching, which with has 22 second language authority contributors they are all working in the university sector across the United Kingdom outline proven research methods. Mr A.J. has not legal teaching qualifications and is simply playing being a teacher and researcher.

In institutions like the open University must deliver a quality service. Modern foreign language learners go on residency to countries where the language and learning is spoken as a majority language.

Coleman and Klapper (2006) actually state that university academics could benefit from learning from school teachers. Mr. A has not got at clue how to teach or how to learners learn. He just says the first thing that comes into his head.

Rather than turning water into wine, Mr A.J. Is claiming to turn the sea into land. Mr A.J. has some very strange notions.

I never saw any learner in agony when I was improving my Welsh in a class!

More

We speak out loud, and trigger extra neural circuits. We use formulaic blocks to be able to build more sentences more quickly. And we jump from block to block, testing which ones can be swapped around. It’s the fastest way from A to B. The motorway, instead of the scenic route.

Review

Mr A.J. is simply using the word neural circuits to impress. Speaking out loud has no influence on the action potentials arein the brain, the growing of memories, synapses in the brain.

If anyone can explain what he is talking about, could you kindly contact socpie.uk.

Chapter 5

Studies have shown that a month after learning new words, learners who do NO revision revision at all actually start to use those words more like first language speakers. When you combine this with High Intensity Language Training, the results can be eye-catching.

One of the first people I trained in this method, Louis (who’s a security architect in Sydney, Australia) did one full day’s training for Spanish. He’d never learnt any Spanish before, but at the end of the day he had a real, enjoyable (if slightly limited!) conversation with a workmate from Mexico.

Then he did NOTHING for 14 MONTHS.

Then he did a specialised H.I.L.T. re-activation session, at the end of which 80-85% of what he had learnt was fresh and clear in his mind.

The Death of ‘Do A Little Every Day’ Every language course I’ve ever seen has told me to ‘do a little every day’. Sometimes they say half an hour, sometimes an hour - but it’s always ‘a little

little every day is better than a big session every now and again’. But - they’re wrong. ‘Do a Little Every Day’ may actually be LESS efficient. It doesn’t make learning a language impossible, of course. In fact, with traditional approaches, it probably IS better to do a little every day - because you always need to go back and revise stuff you learnt a long time ago. High Intensity Language Training recycles everything you learn, though, so you never need to go back to the beginning and revise.

And it turns out that the old idea that you forget more every day, the longer you don’t revise - well, that’s wrong too.

You lose some to begin with, sure - but then you’re increasingly likely to plateau, and keep what’s left for a very long time.

And that means something rather remarkable. It means that you don’t need to do a little every day. But it also means - it doesn’t matter how much you do, or when you do it. It doesn’t matter at all.

If you keep on moving through a High Intensity programme, you acquire the language. If you do an hour a week, or a day a week, or a day a month, or even just an hour a month - you will keep moving forward.

The more you do in each block, of course, the faster you’ll move - but even if you just do an hour a month, you’ll find that your formulaic blocks are starting to reach a critical mass for a surprising range of conversation in less than a year. An hour a month for ten months?

Review

If what Mr A.J. said is valid, then all schools could be closed down. Cognitive research illustrates that 50% of facts are taught in a lesson or loss when an hour of learning it. Words are facts. Working memory dictates that the amount of what can be learnt and maintained in a foreign language is extremely limited.

If anyone attempts to learn too much at once they will suffer from interference (Professor Alan Baddeley, York University).

The notion that anyone could retain anything after 14 months is nothing more than lamentably stupid.

There is a range of different memories. It is impossible to instantly commit a vocabulary to semantic memory. The brain is very plastic. Words need to be constantly used to grow synapses in the brain and also limit continue to be learn to be retained inactive memory.

The old adage unless you use something you lose it is applies to languages.

The 10,000 hour figure for developing mastery is well accepted. It can never be precisely measured, but it illustrates the scale of learning a skill like a new language and bring it into high levels of fluency. The notion learners can succeed.

The claim that learners can reach a surprising range of conversation in less than a year even if they practice an hour a month for 10 months is nothing more than blatant lying, deceit.

Mr Aran Jones is doing the equivalent of claiming a car can travel 10,000 miles on a gallon of petrol.

Chapter 6

So, massive speaking practice of formulaic blocks coupled with generous rest and relaxation creates an unusually powerful environment for rapid language acquisition.

It comes at you a bit like a jet stream. You can pick out maybe one word in ten, and if you’re a sensitive type, it makes you want to run away, hide somewhere, and cry yourself to sleep.

All that hard work, and you can’t even understand someone who answers your question.

It’s Not Your Fault, Though There are two things going wrong when you can’t understand someone.

1 - they use words that you haven’t met.

2 - they speak faster than you can understand (and perhaps in an unfamiliar accent). With ordinary language courses, there’s no easy way around this problem.

If you ask a tutor what to do, she’ll tell you to listen to the radio or watch TV, and try to get yourself into as many conversations as possible. Now, that’s not a completely bad idea. It does work - but it’s very painful.

But let’s look at the key ingredients:

1) You need to be able to recognise formulaic blocks you already know when they are spoken at speed, and

2) You need to be introduced to new language in a context that makes it possible to understand.

That Can Be Done Much More Efficiently High Intensity Language Training does three things that dramatically shorten this process.

1) You hear dialogues that include all the material you’ve learnt. Those dialogues are at 2x normal speed.

In a matter of a week or two, your brain adapts by recognising those formulaic blocks twice as quickly - so when you hear them being used by a first language speaker, they seem slow and clear.

This is an incredibly powerful technique, based on neuroscientific research that shows the brain adapts consistently to input.

If someone listens to audiobooks at twice normal speed, they soon sound familiar and easy to follow - in fact, there have been examples of people who become capable of listening to audiobooks at 5 times ordinary speed.

You keep acquiring new formulaic blocks (by massive spoken production) until you can recognise over 50% of ordinary speech in your new language - and you hear them in double- speed dialogues until they seem clear in normal conversation.

You hear double-speed dialogues that expose you to new words in order of popularity, several times each so that you start to understand them from context, but with word lists and translations so that you can confirm their meaning. This builds a large body of passive vocabulary that sits on top of your active language to let you understand conversations.

Review

Readers are invited to go to Ytube and put the setting on 1.5. speed and attempt to listen to a factual program. Speaking a new language is the fasted cogntive skill the brain can apply. It requires so many different processes together at continuous speed.

Mr Aran Jones must be the only person on planet earth who does not know that new language learners struggle to understand language at normal speed. Professor Michael Eynseck, who is a cognitive scientist who writes textbooks for university cogntive science students contends he learn French for ten years. He has numerous holidays in France, he can speak, write and read it, but he cannot understand natives. Mr A.J. is advising learners to learn a double speed.

One of his marketing sound-bites is to watch television and use sub-titles. According to Colin Miles, Welsh for adult learner contented they do not match.

The task will place huge demands on working memory. It will require high levels to perform. It takes several years of learning before learners will comfortably be able to meaningfully listen to a radio.

Mr A appears lamentably ignorant that their a high trained Welsh language teachers, who teach Welsh to their students as language, they understand learners needs. It is common knowledge of all professional language teachers that learner lose a lot of their language over holidays.

Chapter 7

‘Easy’ language courses usually expect you to do 30 minutes EVERY day - or maybe 2 hours three times a week. There’s nothing easy about that, if you’ve got a busy life.

With H.I.L.T., whatever pattern of sprints and intervals you choose, you will become capable of speaking your new language. If you’re learning in your leisure time, you might opt for: 1 hour a week - you’ll be ready for your first conversations within 3 months.

Or even just 1 hour a month - in a year, you’ll be starting to talk to people. Or you could do 1 super-intense day each month - a year of that, and you’ll be having genuinely interesting and entertaining conversations.

Review

This is just regurgitating Mr A marketing soundbite. The claim that it is possible to have first conversation is blatantly deceitful. A conversation must be an open-ended exchange of language. The novice speaker will have no control over what is said to them. All learners are doing is learning arbitrary phrases parrot fashion.

Chapter 8

Every child makes thousands of mistakes. Mistakes are the lifeblood of language.

Two vital things happen when you make a mistake while you’re doing H.I.L.T.

First, your brain hears the correct form, and continues the process of mapping it for you (even if you’re not consciously aware of it).

Second, and this is more noticeable the closer you are to mapping the correct form successfully, you get what I think of as an ‘Ouch!’ moment - and that ‘Ouch!’ moment

In fact, it will often make you feel exhausted - if you try and do four or five half-hour sessions in a single day, for example, which is possible but painful. When I coach people one-to-one,

I often see them push themselves right to the limit - and get a kind of dull, aching pain in their forehead and the top of their head.

Sometimes they even complain about it - just before they say ‘I can feel new words jumbling around in my head!’.

So celebrate the tiredness - and if it hurts, celebrate the pain. It’s turning you into someone who speaks a new language.

Review

This is just regurgitating Mr A marketing soundbite. Mr A.J. is applying his own perverted version of the 1950 Wlpan Skinnerist behaviourist learning methods. It is a animal training methods. It was developed from Pavolv’s experiments on dogs. He is expecting learners to memorise phrases parrot fashion.

Chapter 9

We’ve also got a small number of sessions available at no cost for Cornish, Dutch and Latin. The Latin’s kind of fun - we’re looking forward to doing more with that.

Chapter 10

High Intensity Language Training is at the same point now that High Intensity Interval Training was to begin with. Some people don’t believe that they can make their brains work that hard, some don’t believe the technique works, some people just doubt themselves and the almost miraculous abilities of their own brains.

I don’t do sugar-coating. Here’s the bitter truth: H.I.L.T. might not work for you. It might be too painful. You might find it impossible to accept such a different approach.

You might not have the focus to do it. But there’s only one way to be sure - so I set up a 5 day online Bobsled Run to put you through your paces. You’ll need to set aside an hour a day for 5 days in a row - if you’re not prepared to do that, then don’t waste your time.

Each day, you’ll get a 30 minute High Intensity Language Training session for Spanish - I sell them individually at £10 each, so you’ll get £50 worth over the five days.

You’ll also get a daily challenge - I told you, easy just makes it easy to fail. Besides, I like seeing who’s got the guts to really go for it! My challenges will put you on the line, and they’ll make you accountable - to yourself and to others.

Complete the challenges, and complete the training sessions, and you’ll know without a shadow of a doubt if you’ve got what it takes to start speaking Spanish confidently in the next few months.

So, the H.I.L.T. sessions you’ll get are worth £50 - and the challenges are worth that much again, at the very least - £100 all told. But when I sell online Bobsled Runs, I usually charge just £15 to £20 so that as many people as possible can get the benefits.

Aran Jones - History

I hoped that an mp3 course would be easier for people to stick with than a classroom course - I'd seen so many people drop out of those. I also hoped that what I thought I'd learned about language learning would help people start speaking Welsh faster than traditional courses.

And I hoped that a free course would take away any excuse for people who moved to Welsh speaking communities not to learn the language.

I hoped it would make a difference; that it would contribute something to the dream of building a real, genuine, successful future for this utterly precious language.

But now, because of you, I'm having to re-assess my hopes.

Because of you, SSiW has already done all those things.

Now I believe something bigger.

I believe that you, the SSiW community, can and will change the entire game. I believe that you will help create an entirely new dynamic for the future of the language.

I believe that you will translate it into dozens of different languages so that more people than anyone would have though possible all round the world will learn Welsh.

All I believe that will lead to a transformation in the Welsh tourism industry. I believe that you will start and run groups and meetups and make it easy and fun for anyone who wants to become a Welsh speaker, anywhere in the world, to do just that.

I believe that all the people learning Welsh through different languages will make it suddenly real and fun to speak Welsh - because huge numbers of them won't be able to speak English, so if you Skype them, you won't have the age-old temptation of slipping back into English!

I believe that increasing numbers of you will move to Welsh speaking communities, and will create your own Welsh speaking communities in parts of Wales where the language hasn't been heard on the streets in a hundred years - and in parts of the world where it has never been heard on the streets.

H.G. Aran Jones admits his ambition is to provide no excuse for English speakers going to live in Welsh speaking communities not to learn Welsh. This clearly consistent with is deliberately deceiving the Welsh public and how easy it is to learn Welsh he clearly wants to make out that English speakers are too lazy and apathetic to learn about language.

political initiative

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