A Book Review of "Language Acquisition Made Practical, A Comprehensive ‘How-To’ Book for Learning Any Language"

By Justine E. Knox

In 1976, E. Thomas Brewster and his wife, Elizabeth S. Brewster, penned the book Language Acquisition Made Practical (LAMP) in order to guide soon-to-be expatriates through the process of becoming competent in local languages and cultures. Is it possible that this book from the 1970’s that is geared towards American expatriates could still offer relevant advice to modern day ESL and foreign language teachers in Illinois and the United States? After reading the book myself, I would say, by all means, yes!

The authors, teachers at the Toronto Institute of Linguistics, saw a need for giving their students, who were soon-to-be language learners, a practical guide to language learning (1976, p. vii). The book suggests that they use a daily learning cycle to digest and learn their new language. The cycle they describe in great depth all throughout their book includes first gathering information to learn based on language needs; second, practicing the information learned with the help of a local language partner; third, using the language just learned in communication with as many speakers of that language as possible; and, lastly, spending time reflecting and evaluating on the activities of the day (1976, p. 68, 1). The daily learning cycle is specifically tailored to expatriates living overseas, but the insights given most certainly can be applied to second language classrooms in the U.S. by inspiring language teachers to create a more meaningful and communicative classroom, which can be done by creating as many real-life opportunities as possible for second language learners to use the second language.

The authors believed that language learning requires that “the learner must learn to use the language rather than just ‘study’ it” (1976, p. 6), and they equated language learning as being more similar to practicing basketball than studying history (1976, p. 5). The authors’ endorsement of the communicative approach to language learning is clear all throughout their book (1976, p. 4). Frequent language use, which the Brewsters undoubtedly see as a necessity for language learning success, can be implemented in the U.S. language classroom, they state, by creating a language learning community, in which students immediately put what they have learned to use through actual conversation with classmates (1976, p. 4).

In brief, with a passionate emphasis on this communicative approach to language learning and a focus on helping students become independent learners, LAMP offers a not-so-academic, yet practical, guide for all language learners (1976, p. 4). Furthermore, regardless of the fact that LAMP is directly written to support and guide Americans seeking how to learn a language abroad with certain methods that are not practical for every language learning situation, there are direct communicative applications that can clearly be made to U.S. language classrooms. Revisiting original or historical texts can breathe life back into our teaching practice and remind us of the very reasons why we learn and teach a language! Teachers may even be inspired to implement the principles suggested in the book, especially the main principles emphasized in the book, namely having students immediately use new language material in practical, real-life situations. By focusing on the principles listed in this book, teachers will be on their way to cultivating more linguistically and culturally competent and confident students.

References

Brewster, E. T., Brewster, E. S. (1976). Language Acquisition Made Practical. A comprehensive “how-to” book for learning any language. Colorado Springs, Colorado: Lingua House.

Justine E. Knox is a graduate level TESOL student at Valparaiso University.


A Book Review of "Language Acquisition Made Practical, A Comprehensive ‘How-To’ Book for Learning Any Language" By Justine E. Knox In 1976, E. Thomas Brewster and his wife, Elizabeth S. Brewster, penned the book Language Acquisition Made Practical (LAMP) in order to guide soon-to-be expatriates through the process of becoming competent in local languages and cultures. Is it possible that this book from the 1970’s that is geared towards American expatriates could still offer relevant advice to modern day ESL and foreign language teachers in Illinois and the United States? After reading the book myself, I would say, by all means, yes! The authors, teachers at the Toronto Institute of Linguistics, saw a need for giving their students, who were soon-to-be language learners, a practical guide to language learning (1976, p. vii). The book suggests that they use a daily learning cycle to digest and learn their new language. The cycle they describe in great depth all throughout their book includes first gathering information to learn based on language needs; second, practicing the information learned with the help of a local language partner; third, using the language just learned in communication with as many speakers of that language as possible; and, lastly, spending time reflecting and evaluating on the activities of the day (1976, p. 68, 1). The daily learning cycle is specifically tailored to expatriates living overseas, but the insights given most certainly can be applied to second language classrooms in the U.S. by inspiring language teachers to create a more meaningful and communicative classroom, which can be done by creating as many real-life opportunities as possible for second language learners to use the second language. The authors believed that language learning requires that “the learner must learn to use the language rather than just ‘study’ it” (1976, p. 6), and they equated language learning as being more similar to practicing basketball than studying history (1976, p. 5). The authors’ endorsement of the communicative approach to language learning is clear all throughout their book (1976, p. 4). Frequent language use, which the Brewsters undoubtedly see as a necessity for language learning success, can be implemented in the U.S. language classroom, they state, by creating a language learning community, in which students immediately put what they have learned to use through actual conversation with classmates (1976, p. 4). In brief, with a passionate emphasis on this communicative approach to language learning and a focus on helping students become independent learners, LAMP offers a not-so-academic, yet practical, guide for all language learners (1976, p. 4). Furthermore, regardless of the fact that LAMP is directly written to support and guide Americans seeking how to learn a language abroad with certain methods that are not practical for every language learning situation, there are direct communicative applications that can clearly be made to U.S. language classrooms. Revisiting original or historical texts can breathe life back into our teaching practice and remind us of the very reasons why we learn and teach a language! Teachers may even be inspired to implement the principles suggested in the book, especially the main principles emphasized in the book, namely having students immediately use new language material in practical, real-life situations. By focusing on the principles listed in this book, teachers will be on their way to cultivating more linguistically and culturally competent and confident students. References Brewster, E. T., Brewster, E. S. (1976). Language Acquisition Made Practical. A comprehensive “how-to” book for learning any language. Colorado Springs, Colorado: Lingua House. Justine E. Knox is a graduate level TESOL student at Valparaiso University.
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