The Dialogue Approach
Dialogue and the Four Language Learning Thresholds

The Linguistic Threshold

In contrast to the case of a child, who uses no outside reference in learning his native tongue, learners of second or even third languages tend to dart between the languages already spoken and the target language.

This process, while it saves time in the beginning of language learning, eventually becomes at best a serious obstacle, at worst the root of stagnation.

As the beginning of learning, the learners “monitor,” like that of a computer, sorts, compares and differentiates the data from the new language referencing the language the learner already has in memory. This procedure takes on the role of a lifejacket, a security blanket for the learner who fears drowning in a sea of new impressions. This way of working has the advantage of making tangible the real differences posed by the target language in terms of auditory representation, articulation, and cultural and linguistic frameworks.

Just as the swimming teacher’s goal is to give the learner, as rapidly as possible, his independence and a feeling of pleasure in swimming, the Dialogue instructor looks for ways not to panic the learner while introducing a new linguistic reference frame. Leading the learner to abandon the lifejacket is certainly a long-term project. Getting through this last threshold is only done with the full and active consent of the learner, when he becomes convinced of his own possibilities and ability to progress on his own.

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