Some methods, especially those that rely on memory and de-contextualised vocabulary and intense grammar are awful. They start with lists of words and complexities of grammar that generally mean something to those who have studied grammar in their own language but feel so fragmented and distant from speaking that one senses its going to be very hard going. The best (in my opinion) way of learning a language is through a live course using ‘The Silent Way’, which was created by Caleb Gattegno as he learnt how people learn. Some other methods however such as the Michel Thomas courses are very good for learning at home. I personally am learning arabic using this method and find in some ways it is like learning maths in the style of the subordination of teaching to learning. I could not find a course on arabic using ‘The Silent Way’.
One immediately feels useful learning is taking place and a certain hopefulness and confidence to continue takes over. It feels optimistic and fruitful. Arabic is a bit tricky because of the written language, the unfamiliar sounds and the unfamiliar words having in general no Latin roots. Most words are completely different to what an english speaker knows and the word order and other things are also unfamiliar.
OK so this sounds a bit like coming across mathematical ideas when you are little.
The knowing use of algebraic ideas in simple conversations and question and answer ‘sessions’ using the rods is similarly freeing and powerful. You can just see it so easily in the children’s eyes and actions. There must be no pressure at all. Certainly no pressure to write anything down, unless it comes from the children, and even then do not force them to ‘write it down correctly’. Do not ‘be a teacher’ in that sense. Bide your time.
Look at Caleb Gattegno’s ‘Mathematics with Numbers in Colour’ Book 1, part II, ‘Qualitative Work with the Rods.’ ONLINE…
Don’t take it as a ‘course’, just read it through three times:
1. As if you were reading a newspaper
2. As if you were reading it out aloud to another person and
3. Try and fathom the general flow and gist of the chapter.
WARNING: DEFINITELY DO NOT USE IT RIGIDLY AS A ‘COURSE’