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While the lure of “learning English or another foreign language while you sleep” may be highly provocative and tempting for all of us in this not-enough-time-to-do-everything world, there’s still no “easy out”. Learning a foreign language can be a life-long pursuit or a summer project. In this second installment of our quest, we’ll briefly examine some theoretical approaches to English language or foreign language learning.

Theoretical Approaches

English Language Teaching and Learning theories support a number of useful, valid approaches for foreign language or second language acquisition. Considering the major language learning theories previously or currently prevalent, let’s briefly examine any basis for “sleep learning”. The following language learning theories have all been popular or prevalent during our current or recent decades:

Grammar / Translation method (F. Boas and O. Jespersen)

Direct Methods

Audio-Lingual (Darian, 1972 et al.)

Computer-Aided Language Learning

TPR - Total Physical Response (J. Asher, 1965)

The Silent Way (Gattegno, 1972)

The Communicative Approach

Suggestopedia (Lozanov, 1978)

The Natural Approach (Krashen-Terrell, 1983)

Neuro-linguistic Programming (Bandler and Grindler, 1982)

The Lexical Approach (Willis, 1990 et al.)

Community Language Learning ( C. Curran et al., 1972)

Howard Gardner’s Theory of Multiple Intelligences, (H. Gardner, 1983) while not strictly a language-learning theory, nonetheless, has had considerable application to language learning and acquisition. Of these, the following have aspects which seemingly might promote or support the concept of “sleep learning”. They are: The Silent Way (Gattegno, 1972), Suggestopedia (Lozanov, 1978), and Neuro-Linguistic Programming (Bandler and Grindler, 1982). Let’s briefly examine each of these.

The Silent Way

The Silent Way (ref. Richards and Rodgers, 2004) was developed by Caleb Gattegno (Gattegno, 1972) and is a method based on the premise that the English, or foreign language teacher, should be “silent” as much as possible and the language learner encouraged to produce as much language as possible. But while the method requires minimal external input on the part of the language teacher, it does provide for problem-solving, “discovery learning” and creation of memorable images to facilitate learner recall. Problem-solving and discovery learning certainly can not occur during the noted stages of sleep. Creation of “memorable imagery” is possible, especially during the dream state, but how many learners remember these images with any frequency?

Suggestopedia

Suggestopedia, also known as Desuggestopedia, developed by Georgi Lozanov (Lozanov, 1978) is based on a “science concerned with the systematic study of non-rational or non-conscious influences”. Music and musical rhythm to place the learner in a relaxed state, called Psuedo-Passiveness, (also ref. Krashen-Terrell, 1983; the Affective Filter Hypothesis) and to pace or structure the linguistic material also figure heavily in this approach. But using this method, learners must still “visualize” a context for the material to aid in its memorization. Materials are dramatized through varying tone and rhythm of audio readings the learner listens to. Cognitive skills such as context visualization and memorization are not actively applied to learning during stages of sleep.

Neurolinguistic Programming (NLP)

Neuro-linguistic Programming or NLP is a collection of techniques, patterns and strategies for assisting effective communication, personal growth, change and learning based on a series of underlying assumptions about how the mind works and how people act and interact. (Revell and Norman, 1997) In the mid-1970s, John Grindler (Bandler and Grindler, 1982) and Richard Bandler (Bandler, 1985) developed NLP as an alternate form of psychological therapy. A series of step-by-step procedures that would enable people to improve their lives, therapist could use these techniques in building rapport with clients, gather information about their views and help them to achieve goals and bring about personal change. (ref. Richards and Rodgers, 2004)

A behaviorist approach though, requires conscious effort and application of cognitive, meta-cognitive, communicative and social strategies. (Rubin, 1987) As such, this does not take place in full during stages of sleep. Conscious, active effort and application are genuinely required over an extended period of time for full benefit. For an even more detailed look at implicit and explicit approaches to teaching and learning grammar, see the article: “Grammar Teaching: Implicit or Explicit” available online at:

http://ezinearticles.com/?Grammar-Teaching:-Implicit-or-Explicit?&id=89342

Apart from theory, methodology and didactics, language is a communicative tool. It allows us, as humans, to share our knowledge, thoughts and ideas in a way and at a level that none of the other animal species ever can. But what actually constitutes good practice in English or foreign language learning? How can we identify or become a good language learner? In the third installment of the article series, “Can you really learn English or another foreign language while you sleep?”, we’ll examine some of the many aspects of good language learners.

Prof. Larry M. Lynch is an ELT Teacher Trainer, English language learning expert author and university professor in Cali, Colombia. He has published more than 350 articles and academic papers and presented at numerous EFL teacher training and TEFL conferences throughout North America, South America and Europe. For comments, questions, requests, to receive more information or to be added to his free TESOL articles and teaching materials mailing list, e-mail: lynchlarrym@gmail.com

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It really seems so easy. Just put on the CD or tapes, relax in bed and learn English (or another foreign language) while you sleep. Have you ever seen those ads that say, “Learn English While Sleeping” or that promise “effortless” language learning by listening to a tape or CD while you relax or take a nap? With the continual rise in the study of English as a foreign or second language, (EFL, ESL) progressive TEFL English and foreign language teachers, foreign language learners, and educational administrators need to be aware of the implications posed by claims of “learning English (or another foreign language) while you sleep. To better understand the processes involved let’s first look at each of them individually in turn. In this first part of the series, we’ll examine the elements of sleep.

What is Sleep?

The state of sleep is generally defined as “the resting state in which the body is not active and the mind is unconscious.” A more extensive definition is offered by Webster’s New World Dictionary (third ed., 1989); “sleep: a natural, regularly occurring condition of rest for the body and mind, during which the eyes are usually closed and there is little or no conscious thought or voluntary movement, but there is intermittent dreaming”.

Sleep is also likened to death. In the Holy Bible (NWT, 1981) at John 11: 11 Jesus says, “Lazarus or friend has gone to rest, but I am journeying there to awaken him from sleep.” Then in verse 14 Jesus clarifies his meaning of “sleep”, “At that time, therefore, Jesus said to them outspokenly: Lazarus has died.” In describing death the bible continues at Ecclesiastes 9: 5 stating, “The living are conscious that they will die; but as for the dead, they are conscious of nothing at all.” Sleep then, is characterized as a condition typically devoid of conscious thought. Have you ever slept through a severe thunder storm, a series of car alarms going off, an explosion, an earth tremor (minor earthquake) or dogs barking loudly at night? Completely unconscious, right? For even further clarification, here are some characteristics of human sleep.

Characteristics of Sleep

Characteristics of sleep in humans are:

lying down, if possible although sleep is possible in almost any position according to studies done on astronauts and in sleep study centers

Eyes are closed, but sleep can occur with opened eyes in an environment devoid of light and / or distraction

You don’t hear anything or do not consciously respond to external sounds depending on the level, depth or stage of sleep

Slow, rhythmic breathing pattern (which might be altered during dream stage)

Muscles are completely relaxed with the exception of altered states of sleep or reaction to dreams or abnormal physical conditions

Person may occasionally roll over changing positions

Stages of Sleep

On the average, a person goes through five stages, or levels of sleep. The stages each have distinctive characteristics and determine what the brain and body are capable of.

Stage One - 4-5% Light sleep. Muscle activity slows down

Stage Two - 45-55% Breathing and heart rate slows. Body temperature decreases

Stage Three - 4-6% Deep sleep. Slow Delta waves begin

Stage Four - 12-15% Very deep sleep; brain produces Delta waves

Stage Five - 20-25% Rapid eye movement (REM); dreaming occurs

Why Do We Sleep?

For the most part, sleep allows several vital functions to take place. It is an essential physical and mental state with which we cannot do without. Our sleep allows us:

To repair muscles and other tissues

To replace aging or dead cells

An opportunity for the brain to organize and archive memories, that is in part, to transfer data and memories from short to long-term memory

Lowers energy consumption (balance of enzyme production achieved, i.e. blood glucose levels, electrolyte levels, etc.)

To recharge the brain (diminished supplies of fluids and enzymes in organs and lymphatic system can be replenished during sleep)

How Much Sleep?

Most young adults need 7 to 9 hours of sleep a night, but the quantity of sleep required can vary depending on age, daily activity, diet, nutrition and other physical and / or psychological factors. Sleep deprivation can directly affect:

Short term memory

Performance

Efficiency

Physical health

Emotional health

With 30 to 40 million Americans suffering from serious sleep-related disorders, the effect of sleep on learning and cognitive competencies is of serious concern.

In the next segment of this series, “Learn A Foreign Language While You Sleep: Theoretical Approaches”, we’ll look at both recent and current language-learning theories and approaches and how some might seemingly provide some support for these claims.

Prof. Larry M. Lynch is an ELT Teacher Trainer, English language learning expert author and university professor in Cali, Colombia. He has published more than 350 articles and academic papers and presented at numerous EFL teacher training and TEFL conferences throughout North America, South America and Europe. For comments, questions, requests, to receive more information or to be added to his free TESOL articles and teaching materials mailing list, e-mail: lynchlarrym@gmail.com

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Apart from theory, methodology and didactics, language is a communicative tool. It allows us, as humans, to share our knowledge, thoughts and ideas in a way and at a level that none of the other animal species ever can. But what actually constitutes good practice in English or foreign language learning? How can we identify or become a good language learner? In this third installment of the article series, “Can you really learn English or another foreign language while you sleep?”, we’ll examine some of the many aspects of good language learners.

A Good Language Learner

Another aspect to consider in English or foreign language learning is, “What is a good language learner?” Rubin identifies seven characteristics that comprise a good language learner. As a quick mention they are;

A good language learner:

Is a willing and accurate guesser

Has a strong drive to communicate

Is uninhibited

Attends to form

Practices - seeks out conversations

Monitors own speech and the speech of others

Attends to meaning

All of these aspects are based on cognitive, meta-cognitive or conscious, communicative and social competencies (Rubin, 1975). In the reference article, “Are You a Good Language Learner?” further aspects are discussed in more detail. It’s available online at:
http://ezinearticles.com/?English-Language-Teaching-and-Learning:-Are-You-a-Good-Language-Learner?&id=242001

Learners Come in Different Flavors

While educators try to treat students as individuals, with varied backgrounds, aptitudes and needs, in a system driven by a mass-production philosophy, this is a daunting task. Learners are different however and applied theories such as the Dual Psychology or “split-brain” theory of Roger Sperry which identifies competencies “housed” in either the left or right brain hemispheres, or the Triune Brain Model of Paul MacLean (National Institute for Mental Health) which explains inter-related functions of the neo-cortex (thinking cap), limbic (or mammalian brain) and the primitive-reptilian brain, help us to understand the workings of the human brain in a language learning and acquisition context. The Brain Dominance Model proposed by researcher, Ned Hermann, has also been instrumental in co-relating personality, learning style and language learning and acquisition. None of these theories or models however, lend credence or support to an extensive system based on “sleep-learning”.

Cerebral Cortex Development

In a study during the 1960’s by UC-Berkeley Biologist Marion Diamond, two sets of rats were raised in different environments.

One set had toys to play with, playmates to romp with and a roomy box that was kept clean and fresh.

The second set was put in solitary confinement; all alone in a much smaller cage with no toys to enjoy.

After several weeks, Diamond measured the size of each rat’s cerebral cortex, which is responsible for higher nerve functions. The rats in the sociable, clean and stimulating environment grew brains bigger than the rats with the impoverished surroundings.
Does the enriched environment increase the dimensions of the brain, and does the impoverished environment decrease the dimensions of the brain? The answer, very clearly, was yes. Development of the cerebral cortex (and language processing center) requires conscious, active stimulation.

At this point in time, there is not yet a way to “plug-in” or “pour” language into the human brain. With the continual rise in the study of English as a foreign or second language, (EFL, ESL) progressive TEFL English and foreign language teachers, foreign language learners, and educational administrators need to be aware of the implications posed by claims of “learning English (or another foreign language) while you sleep. While the lure of “learning English or another foreign language while you sleep” may be highly provocative and tempting for all of us in this not-enough-time-to-do-everything world, there’s still no “easy out”. Learning a foreign language can be a life-long pursuit or a summer project, but with competent teaching, dynamic methodologies and skilled English and foreign language teaching professionals, it can all be worth the effort.

Prof. Larry M. Lynch is an ELT Teacher Trainer, English language learning expert author and university professor in Cali, Colombia. He has published more than 350 articles and academic papers and presented at numerous EFL teacher training and TEFL conferences throughout North America, South America and Europe. For comments, questions, requests, to receive more information or to be added to his free TESOL articles and teaching materials mailing list, e-mail: lynchlarrym@gmail.com

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