The ladder vs. spiral model for language learning

The ladder vs. spiral model for language learning

How we conceptualize our language learning deeply affects our attitudes and success in language learning. Many of us have – whether we are aware of it or not – adopted a ladder or “video games” model of acquiring a new language. This language learning process is divided into numerous levels. To move to the next level, you need to successfully graduate from the level before. In mathematics at school, it doesn't make sense to move forward before a student has grasped the basic tenets of arithmetic.

But, is this a valid approach to learning a language? At first glance, much in the language teaching industry seems to reinforce such a model. Language proficiency, courses and standardized tests follow bureaucratically-imposed levels (like the ABC levels in Europe).

 

Whether intended or not, this often provokes unproductive attitudes and habits among students. Some curb their natural curiosity of playfully exploring the “territory” of a language: “I am still at A 1.2 level. This future tense stuff is not for me, yet.” Here, we have a handy pretext for procrastination, rationalized by the perceived opinions of language experts.

Others become afraid that exposing themselves to more “advanced” grammar will somehow sabotage their efforts in understanding the “basic” stuff. Thus, they can even become hostile to a teacher who is trying to familiarize the students with other grammar topics, not included in the official textbook.

The problem with language learning is that it differs fundamentally from mathematics or computer games where 100% understanding and performance is doable. What would solving a “language level” at 100% mean: knowing all irregular verbs first, before moving on to pronouns; or knowing the right gender of all German/Swedish/Arabic nouns first, before learning the declension of adjectives?

The result of this is, that many language learners spend years in cycles of starting at level 1, then interrupting the process due to lack of time, and then restarting – maybe with a new textbook or teacher. Again and again.

A better approach would be to conceptualize language learning as an upward spiral. At first, you superficially explore the whole territory of a new language: how many cases, tenses, word order rules, etc. does it have? What will the greatest obstacles be – according to advanced learners? And then moving slightly upward, periodically reviewing the various grammar topics and improving upon them in small increments.

This is more in tune with how we learned our native language. To use a metaphor, consider how you would plant a garden for a new house. You wouldn’t wait until the first oak tree had grown before planting bushes and flowers, or the other way around, would you?! Most probably, you would disperse the largest variety of seeds possible, and water and care for them during the next years. As with some trees, some grammar topics are inherently long-distance efforts. You wouldn’t get angry at an oak tree for not growing faster, would you? However, you would water it nonetheless from day 1.

Gerhard Ohrband

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