Fluent in 3 Months

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Adults are not worse language learners, but different language learners. The real problem with adult language learners is the environment in which we try to learn languages. As mentioned in the introduction, a traditional academic environment is already not efficient for children, but this is even more true for adults. If an adult makes a mistake, other adults are less likely to correct that person because they don’t want to insult him or her, but the teacher – student dynamic with children makes this less of a problem.

A child learning a new language after a certain age can also find it quite hard if the material is presented too academically. In their spare time, children are more likely to want to play video games or enjoy activities not related to language-learning. We can send them to an immersion school, where they can at least play games with other students in the right language, but they may not want to be there and are often just going because their parents have sent them. Their own rebellious nature may get the better of them and, even in an immersion environment, if they don’t want to learn, they won’t.

Adults, on the other hand, can actively decide to learn a language and justify doing so with many more reasons than a child may come up with, including a greater degree of passion. They can go out of their way to arrange to meet up with people to practise the language. Adults have many more options for language-learning strategies, and can control their free time more easily than children can. Being the master of your own destiny has its perks! Resourceful and clever adults can even pick up a helpful book on the topic or read blog posts written by a charming Irish polyglot, for instance.

Adults are also more analytical than children. This creates different sets of advantages for both. Children will indeed be more likely to ‘pick up’ a language with less conscious effort, but this does not mean they are better at it. Adults who put in a conscious effort can keep up at the same rate of progress, even if making that effort is a little more exhausting.

While I prefer to leave grammar aside (more on that later) until I can converse pretty well in a language, when I do get to it, I process the rules and understand the logic behind them much better than a child ever would. Children are better at absorbing a language naturally, but adults do that and combine it with a greater capacity to reason why one sentence works one way over another way.

Because of all this – plus implementing a human-centred learning approach – I feel I am a much better language learner now, in my thirties, than I ever was as an eight-, twelve-, sixteen-, or even twenty-year-old. I am getting better at learning languages with age, not worse!

What about when you get much older? I have come across people in their fifties, sixties, seventies, and even older starting with their first foreign language and succeeding. I regularly receive e-mails and comments on my blog from learners of these ages who are making fantastic progress in their target languages.

Ultimately, I don’t want to argue that adults are better language learners than children, because this has the danger of discouraging those who want their children to do better. My point is that we all have our advantages, and it is much more practical to look at what those advantages are than to dwell on and exaggerate any challenges either group has.

It’s never too late for an adult of any age to learn a new language.

The true advantage children have over adults is that they are naturally less afraid to make mistakes. Rather than feel this is a stamp for life, we should learn from children. Try to enjoy the language-learning process and don’t be afraid of a little embarrassment. Laugh at your mistakes and have fun with it, instead of being way too grown up about it or taking every minor slipup so seriously. In this sense, we can definitely learn from children!

Children tend to absorb their first few thousand words entirely by human interaction, whereas adults, learning another language, may learn these from textbooks. Learning exactly like a baby is not wise, but we can aim to emulate many of the aspects of a child’s learning environment that encourage real communication.

Also, keep in mind that babies and young children effectively have full-time teachers – their parents – who laugh at their mistakes (thinking they are cute), have almost infinite patience, and are overjoyed at every success. Imagine if an adult could find a native speaker so motivated to help! These are things you can seek to emulate in your own environment, such as spending more time with native speakers motivated to help you. These are not inherent advantages built into children, but aspects of their environments from which you can draw inspiration.

2. I Don’t Have the Language Gene

Lack of talent! Oh, if only I had a penny for every time I heard this! Here’s a self-fulfilling prophecy if ever there was one.

When I was in school, I repeated to myself, I don’t have the language gene. Since I didn’t have it, I didn’t put in the work to really learn German; and since I didn’t put in the work, I barely passed my exams and ultimately didn’t speak German after five years of lessons in the language. Therefore, I didn’t have the language gene.

Do you see a problem with my circular logic here?

There is absolutely no reason to believe in a ‘language gene’, as if the ability to learn a foreign language is encoded in your genome at conception. The truth is that if a multilingual gene really exists, we must all be born with it. Most of the planet actually speaks more than one language. Many places in the West have a huge number of inhabitants who speak two languages, like Quebec, Catalonia, and Switzerland, to name just three. In China, people switch between distinct varieties of Chinese such as Mandarin and Cantonese with ease, and it’s quite common in India to come across someone who can converse in five different languages.

In Luxembourg, the language of instruction changes every few years. As a result, children come out of school fluent in French, German, and Luxembourgish. If any of us had been brought up in that environment, we would have learned the same languages just as well, regardless of our genetics.

If you happen to be British, don’t forget that we are genetically about the same as any multilingual European and it’s more a question of culture than ability that has tended to be a barrier in our attitude to language-learning up to now. Somewhere in your family tree someone very likely communicated in more than one language. Pulling the genetics card when this is the case in your own family tree is quite silly.

The fact that a monolingual culture breeds monolinguals doesn’t say anything about an individual’s inherent potential. When it comes to language-learning, there is no room for doubt: you decide your own success. Do the necessary work to learn a language, and you’ll catch up with – and even overtake – the ‘naturally talented’.

3. I Don’t Have the Time

It’s all well and good for those with no full-time job or responsibilities to go gallivanting around the world and spend all day studying languages, but some of us have to work.

Definitely a fair retort, if it were true that successful language learners were only those who practise language-learning full-time. But this is very far from what actually happens. If anything, those doing it full-time are a rarity, and pretty much all successful language learners I have met have done it while also working a full-time job, completing their undergraduate studies, helping to raise a family, taking care of loved ones, or juggling a host of other responsibilities.

For instance, the second foreign language I seriously took the time to learn was Italian. And though I did move to Italy while I was learning the language (though you really don’t have to, as I’ll discuss later), the job I took in Rome required me to work more than sixty hours a week, so I know better than most what it’s like to have a really demanding schedule and still find a way to make language-learning work.

It’s not a question of having enough time. I’ve seen more cases than I care to list of people who had all day, every day, for many months to learn a language but squandered that time. It’s all about making time. Even though I only had every other evening free in Rome, I used that tiny amount of time to focus on improving my skills in Italian. And while working as a receptionist at an international youth hostel, I often studied during the odd quiet moment when nobody was around.