Teaching Oral Language via Technology

[Mathias Bullerman]

Regarding Craig's initial inquiry and Rudy's followup pertaining to  
visual means of language learning, software called vizlingo is  
launching shortly with a product that transliterates text sentences  
into 1-2 second video clips. The beta is curently viewable at  
vizlingo.com, shortly there will be an upload function where users can  
submit their own videos with customized captions, with the ability to  
post sentences to social-media pages. The beta is plagued primarily  
with mis-captioned videos and mis-synchronization, but it could be  
great for language revitalization. It currently supports audio.

The kinetic nature of the program allows for lots of freedom in  
illustrating verbs. Symbolism (subjective to culture) enables the  
visual representation of abstract concepts.

The beta has many pitfalls and mistaken inferences are a problem, but  
an organic 'visual grammar' is emerging, one that can elucidate many  
grammatical distinctions such as active vs. passive verbs, deictic vs.  
anaphoric pronouns, tense vs. aspect, etc. Such 'visual grammar'  
amounts primarily to production style. For example:

'was given' = video screen consists primarily of a person facing the  
front of the camera, being given something by a hand.

'is giving' = video screen consists of primarily of the back of a  
person giving something to the body of another person in the background.

Genericness in production style helps alleviate mistaken inferences as  
well as the need for an exorbitant number of clips by countering  
specificity. For example:

'to give' (something) = a clip of someone giving someone else such as  
a cookie, a cup, a watch, etc. (3+ clips needed to accommodate the  
object)

vs.

'to give' (generic) = a hand moving holding some indiscernable object  
(or an object iconic to giving, such as a present) toward the body of  
another person. (1 clip needed, followed by a clip of the noun).

Of course, it's infeasible to discuss everything about the product's  
design, advantages, limitations, possibilities, etc. The main benefit  
is that it allows one to quickly illustrate sentences with either  
static images or brief video clips.

-Mathias Bullerman



Quoting Rudy Troike <rtroike at EMAIL.ARIZONA.EDU>:

> In regard to Craig's important question, in our 1968 book on Cochabamba
> Quechua
> (Bills, Vallejo, and Troike), we used sketches to illustrate sentences and
> exchanges in conversations, as mnemonics for supporting memorization. Though
> the text introduced the conversations (and other practice/explanatory
> material)
> in written form to accompany the audiotape practice activities, this could
> easily be substituted with accompanying online oral translation (a purely
> visual representation could lead to mistaken inferences). Psycholinguistic
> research makes clear that most second language learning involves translation,
> until a fair level of proficiency is attained. An eclectic approach which
> utilizes 'whatever approaches work'(and this can differ between individuals
> and even for the same person at different times) is the best way to go. There
> is no room for orthodoxy or ideology in language teaching methods. Using
> multiple modes of presentation and practice to keep motivation high and avoid
> discouragement is really essential. Part of this is following a 'spiral'
> review, reintegration, and practice, to keep building without losing what has
> been gained. Developing self-confidence in the use of the language is an
> important ingredient. It is also especially important to keep in mind that
> receptive knowledge/understanding can grow faster than productive oral
> ability,
> and will ultimately form a foundation for greater oral ability, so a
> successful
> program should keep this in mind, and include 'passive' hearing/comprehension
> activities which do not require oral production.
>
>   Rudy Troike
>
>   University of Arizona
>   Tucson, Arizona