Uzbek

[gthomson]

I don't know if Patricia Chaput got my point, but if not, I take
responsibility, and assume that others also missed it. She seemed to
interpret what I said in terms of a "study vs. learning" debate, a
denial on my part of the importance of good teacher-training, and
promotion of learning by "mere exposure and practice with a native
speaker."

My point was, if I want to learn Uzbek, the FIRST thing I should be
concerned about (not the only thing) is finding one or more Uzbeks.
That has to do with what language is. Patricia seems to compare
second language ability to historical or botanical knowledge (and I
guess, whatever other mental abilities result from historical or
botanical training and work). Now maybe I am over-interpreting her
analogies. However, it may be that some readers would have no problem
with such analogies.

For my part, I would say that if the would-be Uzbek learner gets to
choose between a well-trained Uzbek teacher with well-planned
materials  vs. "mere exposure and practice with a native speaker",
s/he should choose the former.  At the same time--and I'm sure many
other readers will have no problem with this--I stand by my original
point about the social nature of language and language ability, and
the centrality of human interaction in a target language to the
process of learning that language. I'm sorry that I "alarmed"
Patricia. However, whenever I hear someone say, "I want to learn this
uncommonly taught language through independent study; can you
recommend some good materials?", I tell the person, "Your bigger
concern should to find one or more speakers of that language".
Patricia may have  a different orientation, and a different
understanding of the nature of language and language ability.
Peace,
Greg

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