We'll be taking Spanish III in the fall which means we have the entire summer to forget everything. I've already forgotten most of chapter five, for example. That's not good. And that's even though my classmates and teacher think I'm a straight-A student (ha!) and my last teacher even gave me the highest possible grade (102). (She is very big into rounding up.)
It's quite disheartening.
I have lots of ideas for things to do that will help me remember (and re-learn) this Spanish so that I can jump into Spanish III ready to absorb more. So many ideas that I probably don't have time for them all and should probably prioritize them. So here goes.
Flash CardsReviewing my flash cards is the single most important thing I can do. I also hate doing them. Every time I pull out a deck for a new chapter, I immediately see that I have no clue what some of the words are. Admittedly, I keep the hardest ones in front so that if I don't have time to go through the whole deck, at least I've looked at the hardest words (and concepts).
My 1.12-mile walks each take enough time to go through even the worst of decks (which I hope is chapter five) once, and most decks twice. So these walks will help me kill two birds with one stone. I plan to review one chapter per day.
DuoLingoI'm still not the biggest fan of DuoLingo, but I like how I get a little exposure every day and actually am learning a few new words. And it's set up to reward you for doing at least something every day. And it doesn't have to take much time.
Puntos de PartidaI found this other text in the library that is bizarrely similar to the text we're using. It's as if someone gave two companies the same instructions, and out came
Vistas and
Puntos de Partida.
So even though I feel like it would be super boring to go through my own text again, it's actually kind of fun to go through this other one instead.
And the library also had the accompanying workbook with most answers in the back. So I'm doing that, too.
And there are
online tutorials which, unlike those for our book, are available to anyone. These are for a later edition than for the book I have, so they don't match up perfectly, but since it's just review, that's okay. The tutor is not as fun as the online tutor for my book, but she's basically good and, again, it's nice to hear things a slightly different way.
So long as I'm enjoying this, it will stay near the top of the list.
That's almost all I'm making time for now, but some additional things also seem like good ideas.
Madrigal's Magic Key to SpanishI've started going through this book many times on my own. It does many things fabulously but does them very differently than normal textbooks. For example, it starts with past tense. Now that we've studied past tense in class, I'd like to start this again and see how I fare compared to the other times I've gone through it. It does have some weird things, too, though, like it doesn't teach you second person verb forms until the very end of the book!
So long as I'm enjoying
Puntos de Partida, I'll stick with that first because it seems more relevant for my current goal of remembering Spanish I and II content.
Children's booksThe last two children's books I checked out were picture books with both the English and Spanish. It is quite disheartening how much of children's book Spanish I just don't get. Probably because the most common parts of language are the parts that get most mangled and make the least sense. (Most of the most common verbs are irregular, for example.) Still, it's a good idea to expose myself to real (baby) Spanish so that it can seem more familiar.
Spanish language moviesMy last Spanish teacher highly recommended watching Spanish movies in Spanish while reading English subtitles. I don't think she quite understands my powerful ability to completely ignore what I'm hearing (except for the expression) when there are English subtitles. But she thinks it's good for helping us get used to what Spanish sounds like. And hey, I like movies.
Other learning websitesI've listened to a lot of
Sr. Jordan's videos, but there are quite a few more I could listen to. I'm not wild about his songs I've heard so far, though Robin has found his
indirect objects song and especially his
preterite irregulars song to be helpful. Sr. Jordan teaches American high school students and so is very aware of which things are confusing and he explains well.
Barbara Kuczun Nelson has some lessons with really good practice attached, and we learned about this resource fairly recently, so there are many things left to check out. I've already gotten a lot out of the preterite versus-imperfect exercises I've done and plan to re-do those and do the others as well.
And there are plenty of others I've heard of but not tried out, plus googling for specific topics can lead to more.
Other booksYea, libraries! I'll keep poking around libraries, seeing if anything looks interesting. For example, I recently checked out Charles E. Kany's
Spoken Spanish for Flying Cadets and Our Armed Forces (1942). It has the most thorough description of how to pronounce Spanish (all in three pages) I've ever seen. I think I'm gong to make some flash cards! And part one is general (not just for folks in the Air Force) and only 13 pages--probably I can make it through that as well.
I also found Dwight Bolinger's
Essays on Spanish: Words and Grammar (1991). I love that author:
"How could I persuade [my beginning Spanish students] not to be put off by the seeming strangeness of a language that was new to them? One way was to exploit what they already knew--often without knowing that they knew--about their own language. The trick was to find the parallels. I had the flicker of a hypothesis--that any phenomenon in any language will have, somewhere in its meaning or structure, a matching phenomenon in any other. We would see this as a rash form of 'universalism' nowadays, but my vision was not quite so grand; I merely believed that I ought to be able, when a student resisted something because of its oddity, to say, 'Look: you do this yourself every day; you just haven't recognized it,' and proceed to peel off the disguise.
"Any teacher faced with a 'why?' is compelled to test this hypothesis or fall back on the rapturous Whorfian copout that reads, 'Every language is a world to itself; accept it for what it is.' The sink-or-swim method. Of course we all must sink or swim eventually, and not every attempt to help someone across will succeed. But I think one is entitled to say, "I offer you a bridge; just don't expect me to carry you over it.' So there were some modest successes, and they are the main sources for this book, and putting them in one place is the main excuse for it."
Why, yes, he is a linguist. (Note to self: must resist urge to ask future teachers, "Must you fall back on that rapturous Whorfian copout?")
Sadly, I fear much of the book is over my head. However, I did understand the first essay, "
En efecto Does not Mean
In Fact." In spite of what virtually all textbooks say (including mine, in the evil chapter five). It means something more like
as expected or
indeed.
I at least want to look at the essays on topics we've covered. And I'm on the lookout for other works by him.