#best ways to learn a new language

[jesncin]

I'm visiting near Gallaudet, a deaf university on the east coast of the US, and I was wondering if y'all think Ma'al would pursue college/university/higher ed (technical, academic, or just for the social aspect)?

omg Gallaudet! I happen to know the sign name for that school...

...because!! The instructor for the ASL learning app, Lingvano, came from that university! She taught the sign name for Gallaudet on a section about Deaf Education :3

I imagine once Ma'al and J'onn became independent from the Erdels, they went into various odd jobs to earn money and stay afloat. So neither pursued higher education. Ma'al thought of taking a job as an interpreter before realizing he's missing a crucial aspect of the interpreter job. He would work in a bunch of deaf-owned and oriented businesses, and for sure has friends who attended Gallaudet.

Once M'gann and K'hym come into their lives, J'onn and Ma'al work hard to get both of them into good schools. When K'hym is old enough she'd definitely attend Gallaudet.

[feelingthedisaster]

that awkard moment in which my teacher says "your english is so good and you have a really wide vocabulary" and i have to pretend it isnt because of fanfiction

[coquelicoq]

just had the thought "after i exhaust the french fiction, poetry, and textbooks i own, i could read the french dictionary cover to cover" and got, like, GENUINELY excited about it.

[lgbtlunaverse]

The best way to read and understand a work originally written in a language you don't know is to have at least 2 different translations and for every translation have at least 3 pissed-off fans who think it sucks and will eagerly tell you about all the nuance in the original the translation failed to capture.

[flightlaw]

Momma @not-a-poser and Aunt @yelena-belovedx I've been trying to read your Russian conversations, and everytime you only say one word in Russian my translator thinks it's either Bulgarian, Ukrainian or Romanian 😂

[dandyshucks]

trying to keep telling myself "you are a little baby learning this language for the first time, be patient with yourself" but OUGHHHH i don't understand how to learn another language... I fear that I may be no good at this,,, also I am so impatient with learning new things aheemheem whimper

[brooklynisher]

if you're picking up language apps, may I recommend drops. it doesn't have lessons like duolingo and busuu, but it gives you a lot of freedom to learn what kind of words you want to learn.

Neat!

[cosmogyros]

.

[kizuike]

Mmgh

[lokigodofaces]

being an american on here is wild because i keep seeing posts from other americans that describe things they've experienced and say that it is universal among americans and it'll be stuff i've either never heard of or know for a fact isn't true. maybe it's pretty common in your state or the states surrounding you, but there's so much stuff i see that i can not relate to whatsoever, and i've never left the states.

[evantualmao]

it's tradition for me to redownload duolingo every couple of months

[allinllachuteruteru]

Duolingo is NOT what it used to be.

“Duolingo is ‘sunsetting the development of the Welsh course’ (and many others)”.

I’ve used Duolingo since 2013. It used to be about genuinely learning languages and preserving endangered ones. It used to have a vibrant community and forum where users were listened to. It used to have volunteers that dedicated countless hours and even years to making the best courses they could while also trying to explain extremely nuanced and complex grammar in simple terms.

In the past two years it feels like Von Ahn let the money talk instead of focusing on the original goal.

No one truly had a humongous problem with the subscription tier for SuperDuolingo. We understood it: if you can afford to pay, help keep Duolingo free for those who couldn’t.

It started when the company went public. Volunteers were leaving courses they created because they warned of differing longterm goals compared to Duolingo’s as a company; not long after it was announced that the incubator (how volunteers were able to make courses in the first place) would be shut down. A year goes by and the forums—the voice of the users and the way people were able to share tips and explanations—is discontinued. A year or two later, Duolingo gets a completely new makeover—the Tree is gone and you don’t control what lesson you start with. With the disappearance of the Tree, all grammar notes and explanations for courses not in the Big 8 (consisting of the courses made before the incubator like Spanish/French/German/etc. and of the most popular courses like Japanese/Korean/Chinese/etc.) are removed with it. Were you learning Vietnamese and have no idea how honorifics work without the grammar notes? Shit outta luck bud. Were you learning Polish and have absolutely no clue how one of the declensions newly thrown at you functions? Suck it up. In a Reddit AMA, Von Ahn claims that the new design resulted in more users utilizing the app/site. How he claims that statistic? By counting how many people log into their Duolingo account, as if an entire app renovation wouldn’t cause an uptick in numbers to even see what the fuck just happened to the courses.

Von Ahn announces next in a Reddit AMA that no more language courses will be added from what there already is available. His reasoning? No one uses the unpopular language courses — along with how Duolingo will now be doing upkeep with the courses already in place. And here I am, currently looking on the Duolingo website how there are 1.8 million active learners for Irish, 284 thousand active learners for Navajo, and even 934 thousand active learners for fucking High Valyrian. But yea, no one uses them. Not like the entire Navajo Nation population is 399k members or anything, or like 1.8 million people isn’t 36% of the entire population of Ireland or anything.

And now this. What happened to the upkeep of current courses? Oh, Von Ahn only meant the popular ones that already have infinite resources. Got it. Duolingo used to be a serious foundational resource for languages with little resources while also adding the relief of gamification.

It pisses me off. It really does. This was not what Duolingo started out as. And yea, maybe I shouldn’t get invested in a dingy little app. But as someone who spent most of her adolescence immersed in language learning to the point where it was literally keeping me alive at one point, to the point where languages felt like my only friend as a tween, and to the point where friendships on the Duolingo forums with likeminded individuals my age and other enthusiasts who even sent me books in other languages for free because they wanted people to learn it, the evolution of Duolingo hits a bitter nerve within me.

~End rant.

[delicateimage]

I’m scared because I think I’ve accepted dying to my eating disorder yesterday

[river-taxbird]

There is no such thing as AI.

How to help the non technical and less online people in your life navigate the latest techbro grift.

I've seen other people say stuff to this effect but it's worth reiterating. Today in class, my professor was talking about a news article where a celebrity's likeness was used in an ai image without their permission. Then she mentioned a guest lecture about how AI is going to help finance professionals. Then I pointed out, those two things aren't really related.

The term AI is being used to obfuscate details about multiple semi-related technologies.

Traditionally in sci-fi, AI means artificial general intelligence like Data from star trek, or the terminator. This, I shouldn't need to say, doesn't exist. Techbros use the term AI to trick investors into funding their projects. It's largely a grift.

What is the term AI being used to obfuscate?

If you want to help the less online and less tech literate people in your life navigate the hype around AI, the best way to do it is to encourage them to change their language around AI topics.

By calling these technologies what they really are, and encouraging the people around us to know the real names, we can help lift the veil, kill the hype, and keep people safe from scams. Here are some starting points, which I am just pulling from Wikipedia. I'd highly encourage you to do your own research.

Machine learning (ML): is an umbrella term for solving problems for which development of algorithms by human programmers would be cost-prohibitive, and instead the problems are solved by helping machines "discover" their "own" algorithms, without needing to be explicitly told what to do by any human-developed algorithms. (This is the basis of most technologically people call AI)

Language model: (LM or LLM) is a probabilistic model of a natural language that can generate probabilities of a series of words, based on text corpora in one or multiple languages it was trained on. (This would be your ChatGPT.)

Generative adversarial network (GAN): is a class of machine learning framework and a prominent framework for approaching generative AI. In a GAN, two neural networks contest with each other in the form of a zero-sum game, where one agent's gain is another agent's loss. (This is the source of some AI images and deepfakes.)

Diffusion Models: Models that generate the probability distribution of a given dataset. In image generation, a neural network is trained to denoise images with added gaussian noise by learning to remove the noise. After the training is complete, it can then be used for image generation by starting with a random noise image and denoise that. (This is the more common technology behind AI images, including Dall-E and Stable Diffusion. I added this one to the post after as it was brought to my attention it is now more common than GANs.)

I know these terms are more technical, but they are also more accurate, and they can easily be explained in a way non-technical people can understand. The grifters are using language to give this technology its power, so we can use language to take it's power away and let people see it for what it really is.

[gowns]

Why Kids Aren't Falling in Love With Reading - It's Not Just Screens

A shrinking number of kids are reading widely and voraciously for fun.

The ubiquity and allure of screens surely play a large part in this—most American children have smartphones by the age of 11—as does learning loss during the pandemic. But this isn’t the whole story. A survey just before the pandemic by the National Assessment of Educational Progress showed that the percentages of 9- and 13-year-olds who said they read daily for fun had dropped by double digits since 1984. I recently spoke with educators and librarians about this trend, and they gave many explanations, but one of the most compelling—and depressing—is rooted in how our education system teaches kids to relate to books.

What I remember most about reading in childhood was falling in love with characters and stories; I adored Judy Blume’s Margaret and Beverly Cleary’s Ralph S. Mouse. In New York, where I was in public elementary school in the early ’80s, we did have state assessments that tested reading level and comprehension, but the focus was on reading as many books as possible and engaging emotionally with them as a way to develop the requisite skills. Now the focus on reading analytically seems to be squashing that organic enjoyment. Critical reading is an important skill, especially for a generation bombarded with information, much of it unreliable or deceptive. But this hyperfocus on analysis comes at a steep price: The love of books and storytelling is being lost.

This disregard for story starts as early as elementary school. Take this requirement from the third-grade English-language-arts Common Core standard, used widely across the U.S.: “Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.” There is a fun, easy way to introduce this concept: reading Peggy Parish’s classic, Amelia Bedelia, in which the eponymous maid follows commands such as “Draw the drapes when the sun comes in” by drawing a picture of the curtains. But here’s how one educator experienced in writing Common Core–aligned curricula proposes this be taught: First, teachers introduce the concepts of nonliteral and figurative language. Then, kids read a single paragraph from Amelia Bedelia and answer written questions.

For anyone who knows children, this is the opposite of engaging: The best way to present an abstract idea to kids is by hooking them on a story. “Nonliteral language” becomes a whole lot more interesting and comprehensible, especially to an 8-year-old, when they’ve gotten to laugh at Amelia’s antics first. The process of meeting a character and following them through a series of conflicts is the fun part of reading. Jumping into a paragraph in the middle of a book is about as appealing for most kids as cleaning their room.

But as several educators explained to me, the advent of accountability laws and policies, starting with No Child Left Behind in 2001, and accompanying high-stakes assessments based on standards, be they Common Core or similar state alternatives, has put enormous pressure on instructors to teach to these tests at the expense of best practices. Jennifer LaGarde, who has more than 20 years of experience as a public-school teacher and librarian, described how one such practice—the class read-aloud—invariably resulted in kids asking her for comparable titles. But read-alouds are now imperiled by the need to make sure that kids have mastered all the standards that await them in evaluation, an even more daunting task since the start of the pandemic. “There’s a whole generation of kids who associate reading with assessment now,” LaGarde said.

By middle school, not only is there even less time for activities such as class read-alouds, but instruction also continues to center heavily on passage analysis, said LaGarde, who taught that age group. A friend recently told me that her child’s middle-school teacher had introduced To Kill a Mockingbird to the class, explaining that they would read it over a number of months—and might not have time to finish it. “How can they not get to the end of To Kill a Mockingbird?” she wondered. I’m right there with her. You can’t teach kids to love reading if you don’t even prioritize making it to a book’s end. The reward comes from the emotional payoff of the story’s climax; kids miss out on this essential feeling if they don’t reach Atticus Finch’s powerful defense of Tom Robinson in the courtroom or never get to solve the mystery of Boo Radley.

... Young people should experience the intrinsic pleasure of taking a narrative journey, making an emotional connection with a character (including ones different from themselves), and wondering what will happen next—then finding out. This is the spell that reading casts. And, like with any magician’s trick, picking a story apart and learning how it’s done before you have experienced its wonder risks destroying the magic.

-- article by katherine marsh, the atlantic (12 foot link, no paywall)

[fairuzfan]

I mentioned this before but the one thing I cannot stand is selfishness which is where a lot of zionist talking points come from even when they *are* advocating for "peace" and "coexistence" because it centers ISRAELI safety and only thinks of Palestinian safety as secondary and indecental to Israeli (ie: the only way Israelis get safety is if their Palestinian """"neighbors"""" get safety which is such a selfish way to view the imprisonment and oppression of Palestinians) but then again they publish literal thinkpieces about the guilt Israeli soldiers feel when they eat food left behind by starving Palestinians — who, again, are starving BECAUSE OF ISRAELIS WHO ARE THE OPPRESSORS — so there's no way mainstream Israeli society will ever make changes to their language they they carefully curate to not include Palestinians (Haaretz is a beautiful example of this — take a look at their editorial staff list) because they all feed into their own sense of self pity and self righteousness rather than actually uplifting the voices of the oppressed. But then PALESTINIANS are the ones in this scenario who are accused of bias because they advocate and fight for their stories to be heard. Israelis do not have to find alternative means to put out their stories — has it occurred to you why Palestinians have had to use SOCIAL MEDIA to share their stories rather than traditional networks? It's because no one gives us the time of day. So we developed our platform through social media, even on here where @el-shab-hussein has been documenting FOR YEARS the human rights abuses perpetuated by Israelis on Palestinians because we know that's how anyone learns the truth about Palestine. So when people are trying to take down tiktok specifically, it's sinophobia and also fueled in recent months by antiPalestinian sentiments.

Sudan is like this too — the news we get about Sudan are from people who are on the ground because they've largely been abandoned by human rights orgs and by news stations. We learn the most about Sudan from people like @/bsonblast and Ze on Twitter.

Then people like come on here and make fun of people who get their news from social media (which is code for "Palestinians," they always mean it as code for Palestinians) as if "professional" media takes anyone from the Global South seriously or gives them space to talk about their stories and when they DO, people say things like "hamas run media" or whatever lol like these people have never had to doubt what they see on public media before and it shows! No one takes you seriously when you say the words "islamofascist state" about Gaza when CNN publicly admits to having their content reviewed by the IOF! Hypocritical at best!