The description of a 12 years experience in which kids are grown polyglots. It is a scientifical experiment and true story, planned and fully accomplished. It can help all the readers to do the same with their kids also in other fields of knowledge. Billions of people can take usefull teachings from this book. Written in English.
Teaching English to Young Learners: Strengthening Teachers to Strengthen Stud...rickbales
On Sunday, August 29, JALT Omiya will present a workshop for English educators of young learners. We are proud to have three noted speakers and authors share their methods and teaching ideas with us so that we can grow as educators. Junko Machida (ESTEEM) will demonstrate the use of global issues in the classroom to help with elementary school English lessons. Rumiko Kido (MPI) will explain the benefits of using phonics to help students acquire English language in an enjoyable way. Aleda Krause (JALT TCSIG) will explain and demonstrate five steps to assist children to go from listening to speaking.
Teaching English to Young Learners: Strengthening Teachers to Strengthen Stud...rickbales
On Sunday, August 29, JALT Omiya will present a workshop for English educators of young learners. We are proud to have three noted speakers and authors share their methods and teaching ideas with us so that we can grow as educators. Junko Machida (ESTEEM) will demonstrate the use of global issues in the classroom to help with elementary school English lessons. Rumiko Kido (MPI) will explain the benefits of using phonics to help students acquire English language in an enjoyable way. Aleda Krause (JALT TCSIG) will explain and demonstrate five steps to assist children to go from listening to speaking.
In Venetian language and italian language. Adialogue about democracy, about indipendentism and the legalistic approach that oppressors are using agaisnt it
The book is attributed to Galileo and it was written in Venetian Language in 1604. A deep study by the author recently revealed that the work can be attributed to 3 coauthors and that probably Galileo had nothing to do with it. The first eliocentric demonstration was formulated in this book written in a simple language by anonimous students or scholars, who were afraid of Catholic Inquisition.
Translation in English, transcription from the original Venetian Language, translation in modern Venetian Language and copy of the original book of 1604.
AI and Machine Learning Demystified by Carol Smith at Midwest UX 2017Carol Smith
What is machine learning? Is UX relevant in the age of artificial intelligence (AI)? How can I take advantage of cognitive computing? Get answers to these questions and learn about the implications for your work in this session. Carol will help you understand at a basic level how these systems are built and what is required to get insights from them. Carol will present examples of how machine learning is already being used and explore the ethical challenges inherent in creating AI. You will walk away with an awareness of the weaknesses of AI and the knowledge of how these systems work.
#5 was the only child and perhaps because of that I learned read.docxboadverna
#5
was the only child and perhaps because of that I learned reading and writing early. At first, I learned reading upside-down by watching my father read his newspaper and asking him about the headlines!
In Chapter 7, Ahearn presents to us research of Shirley Brice Heath on the socialization to literacy of preschoolers in three communities. How did you learn to read and write? Was your experience similar to that of the children from Maintown? From Roadville? From Trackton? Do you think the way literacy events and practices took place at your home helped you or hindered you when you started school? Make sure to address all the components of the topic in your post :)
sample
1)
I am a person who had quite a unique experience with books. I had a spectacular experience learning to read and write. Much of what I knew while young came from the lessons I received from my parents, especially my father. He was quite enthusiastic about teaching the letters of the alphabet. Going to pre-school also helped me become better at reading and writing. The singing of alphabetical letters and colors at pre-school made very easy for me to recognize the order and patterns of the alphabet.
However, my experience cannot be equated to that of the Maintown. I didn't have access to many books while growing up both at home at school. We relied so much on the charts made by our teachers in school to learn how to read and write. Things began changing as I got a little bit older as my father could come home with short story books of animal characters and read for me. I paid close attention as the stories were quite interesting and motivating. I remember trying so many times to read the books later. This experience lasted a while as I could still find it difficult reading and spelling certain words.
I believe I can relate more to the Roadville scenario as my pre-school had a few books that were having lots of pictures in them. These books helped a lot in learning how to read and write. On the same note, I can’t relate so much to Tackton as I was relatively familiar with words when I began pre-school. All thanks to the efforts of my dad.
2)
My parents were very big influences on my learning abilities as well the learning tools that they supplied me. When my parents dropped me off at daycare, our daycare provider, Linda, worked with all the kids on the basics which definitely helped as well. Not only did we have adult interaction but we also had other children there to help too. I also had an older sister that would help me and I looked up to her and wanted to be just like her so I would copy everything I could (numbers, letters, words).
My experience growing up was most similar to the Maintown children that Health studied. My family provided me with many books from birth (I am not sure if that is because they were hand-me-downs from my sister or what). Our bedroom was full of books like Dr. Suess. I believe that the literacy events and practices that took pla ...
Shaping the Way We Teach English - Various worksBrandon Torres
Content:
- Teaching the world's children - ESL for ages three to seven.
- Maximizing the benefits project work in foreign language classrooms.
- "What is it?": A multipurpose language teaching technique.
- Reconceptualizing interactional groups: grouping schemes for maximizing language learning.
- Destroying the teacher: the need for learner-centered teaching.
- Assessment of young learners.
- Using favourite songs and poems with young learners.
- Talking to learn across classrooms and communities.
In Venetian language and italian language. Adialogue about democracy, about indipendentism and the legalistic approach that oppressors are using agaisnt it
The book is attributed to Galileo and it was written in Venetian Language in 1604. A deep study by the author recently revealed that the work can be attributed to 3 coauthors and that probably Galileo had nothing to do with it. The first eliocentric demonstration was formulated in this book written in a simple language by anonimous students or scholars, who were afraid of Catholic Inquisition.
Translation in English, transcription from the original Venetian Language, translation in modern Venetian Language and copy of the original book of 1604.
AI and Machine Learning Demystified by Carol Smith at Midwest UX 2017Carol Smith
What is machine learning? Is UX relevant in the age of artificial intelligence (AI)? How can I take advantage of cognitive computing? Get answers to these questions and learn about the implications for your work in this session. Carol will help you understand at a basic level how these systems are built and what is required to get insights from them. Carol will present examples of how machine learning is already being used and explore the ethical challenges inherent in creating AI. You will walk away with an awareness of the weaknesses of AI and the knowledge of how these systems work.
#5 was the only child and perhaps because of that I learned read.docxboadverna
#5
was the only child and perhaps because of that I learned reading and writing early. At first, I learned reading upside-down by watching my father read his newspaper and asking him about the headlines!
In Chapter 7, Ahearn presents to us research of Shirley Brice Heath on the socialization to literacy of preschoolers in three communities. How did you learn to read and write? Was your experience similar to that of the children from Maintown? From Roadville? From Trackton? Do you think the way literacy events and practices took place at your home helped you or hindered you when you started school? Make sure to address all the components of the topic in your post :)
sample
1)
I am a person who had quite a unique experience with books. I had a spectacular experience learning to read and write. Much of what I knew while young came from the lessons I received from my parents, especially my father. He was quite enthusiastic about teaching the letters of the alphabet. Going to pre-school also helped me become better at reading and writing. The singing of alphabetical letters and colors at pre-school made very easy for me to recognize the order and patterns of the alphabet.
However, my experience cannot be equated to that of the Maintown. I didn't have access to many books while growing up both at home at school. We relied so much on the charts made by our teachers in school to learn how to read and write. Things began changing as I got a little bit older as my father could come home with short story books of animal characters and read for me. I paid close attention as the stories were quite interesting and motivating. I remember trying so many times to read the books later. This experience lasted a while as I could still find it difficult reading and spelling certain words.
I believe I can relate more to the Roadville scenario as my pre-school had a few books that were having lots of pictures in them. These books helped a lot in learning how to read and write. On the same note, I can’t relate so much to Tackton as I was relatively familiar with words when I began pre-school. All thanks to the efforts of my dad.
2)
My parents were very big influences on my learning abilities as well the learning tools that they supplied me. When my parents dropped me off at daycare, our daycare provider, Linda, worked with all the kids on the basics which definitely helped as well. Not only did we have adult interaction but we also had other children there to help too. I also had an older sister that would help me and I looked up to her and wanted to be just like her so I would copy everything I could (numbers, letters, words).
My experience growing up was most similar to the Maintown children that Health studied. My family provided me with many books from birth (I am not sure if that is because they were hand-me-downs from my sister or what). Our bedroom was full of books like Dr. Suess. I believe that the literacy events and practices that took pla ...
Shaping the Way We Teach English - Various worksBrandon Torres
Content:
- Teaching the world's children - ESL for ages three to seven.
- Maximizing the benefits project work in foreign language classrooms.
- "What is it?": A multipurpose language teaching technique.
- Reconceptualizing interactional groups: grouping schemes for maximizing language learning.
- Destroying the teacher: the need for learner-centered teaching.
- Assessment of young learners.
- Using favourite songs and poems with young learners.
- Talking to learn across classrooms and communities.
Richard's aventures in two entangled wonderlandsRichard Gill
Since the loophole-free Bell experiments of 2020 and the Nobel prizes in physics of 2022, critics of Bell's work have retreated to the fortress of super-determinism. Now, super-determinism is a derogatory word - it just means "determinism". Palmer, Hance and Hossenfelder argue that quantum mechanics and determinism are not incompatible, using a sophisticated mathematical construction based on a subtle thinning of allowed states and measurements in quantum mechanics, such that what is left appears to make Bell's argument fail, without altering the empirical predictions of quantum mechanics. I think however that it is a smoke screen, and the slogan "lost in math" comes to my mind. I will discuss some other recent disproofs of Bell's theorem using the language of causality based on causal graphs. Causal thinking is also central to law and justice. I will mention surprising connections to my work on serial killer nurse cases, in particular the Dutch case of Lucia de Berk and the current UK case of Lucy Letby.
Introduction:
RNA interference (RNAi) or Post-Transcriptional Gene Silencing (PTGS) is an important biological process for modulating eukaryotic gene expression.
It is highly conserved process of posttranscriptional gene silencing by which double stranded RNA (dsRNA) causes sequence-specific degradation of mRNA sequences.
dsRNA-induced gene silencing (RNAi) is reported in a wide range of eukaryotes ranging from worms, insects, mammals and plants.
This process mediates resistance to both endogenous parasitic and exogenous pathogenic nucleic acids, and regulates the expression of protein-coding genes.
What are small ncRNAs?
micro RNA (miRNA)
short interfering RNA (siRNA)
Properties of small non-coding RNA:
Involved in silencing mRNA transcripts.
Called “small” because they are usually only about 21-24 nucleotides long.
Synthesized by first cutting up longer precursor sequences (like the 61nt one that Lee discovered).
Silence an mRNA by base pairing with some sequence on the mRNA.
Discovery of siRNA?
The first small RNA:
In 1993 Rosalind Lee (Victor Ambros lab) was studying a non- coding gene in C. elegans, lin-4, that was involved in silencing of another gene, lin-14, at the appropriate time in the
development of the worm C. elegans.
Two small transcripts of lin-4 (22nt and 61nt) were found to be complementary to a sequence in the 3' UTR of lin-14.
Because lin-4 encoded no protein, she deduced that it must be these transcripts that are causing the silencing by RNA-RNA interactions.
Types of RNAi ( non coding RNA)
MiRNA
Length (23-25 nt)
Trans acting
Binds with target MRNA in mismatch
Translation inhibition
Si RNA
Length 21 nt.
Cis acting
Bind with target Mrna in perfect complementary sequence
Piwi-RNA
Length ; 25 to 36 nt.
Expressed in Germ Cells
Regulates trnasposomes activity
MECHANISM OF RNAI:
First the double-stranded RNA teams up with a protein complex named Dicer, which cuts the long RNA into short pieces.
Then another protein complex called RISC (RNA-induced silencing complex) discards one of the two RNA strands.
The RISC-docked, single-stranded RNA then pairs with the homologous mRNA and destroys it.
THE RISC COMPLEX:
RISC is large(>500kD) RNA multi- protein Binding complex which triggers MRNA degradation in response to MRNA
Unwinding of double stranded Si RNA by ATP independent Helicase
Active component of RISC is Ago proteins( ENDONUCLEASE) which cleave target MRNA.
DICER: endonuclease (RNase Family III)
Argonaute: Central Component of the RNA-Induced Silencing Complex (RISC)
One strand of the dsRNA produced by Dicer is retained in the RISC complex in association with Argonaute
ARGONAUTE PROTEIN :
1.PAZ(PIWI/Argonaute/ Zwille)- Recognition of target MRNA
2.PIWI (p-element induced wimpy Testis)- breaks Phosphodiester bond of mRNA.)RNAse H activity.
MiRNA:
The Double-stranded RNAs are naturally produced in eukaryotic cells during development, and they have a key role in regulating gene expression .
Cancer cell metabolism: special Reference to Lactate PathwayAADYARAJPANDEY1
Normal Cell Metabolism:
Cellular respiration describes the series of steps that cells use to break down sugar and other chemicals to get the energy we need to function.
Energy is stored in the bonds of glucose and when glucose is broken down, much of that energy is released.
Cell utilize energy in the form of ATP.
The first step of respiration is called glycolysis. In a series of steps, glycolysis breaks glucose into two smaller molecules - a chemical called pyruvate. A small amount of ATP is formed during this process.
Most healthy cells continue the breakdown in a second process, called the Kreb's cycle. The Kreb's cycle allows cells to “burn” the pyruvates made in glycolysis to get more ATP.
The last step in the breakdown of glucose is called oxidative phosphorylation (Ox-Phos).
It takes place in specialized cell structures called mitochondria. This process produces a large amount of ATP. Importantly, cells need oxygen to complete oxidative phosphorylation.
If a cell completes only glycolysis, only 2 molecules of ATP are made per glucose. However, if the cell completes the entire respiration process (glycolysis - Kreb's - oxidative phosphorylation), about 36 molecules of ATP are created, giving it much more energy to use.
IN CANCER CELL:
Unlike healthy cells that "burn" the entire molecule of sugar to capture a large amount of energy as ATP, cancer cells are wasteful.
Cancer cells only partially break down sugar molecules. They overuse the first step of respiration, glycolysis. They frequently do not complete the second step, oxidative phosphorylation.
This results in only 2 molecules of ATP per each glucose molecule instead of the 36 or so ATPs healthy cells gain. As a result, cancer cells need to use a lot more sugar molecules to get enough energy to survive.
Unlike healthy cells that "burn" the entire molecule of sugar to capture a large amount of energy as ATP, cancer cells are wasteful.
Cancer cells only partially break down sugar molecules. They overuse the first step of respiration, glycolysis. They frequently do not complete the second step, oxidative phosphorylation.
This results in only 2 molecules of ATP per each glucose molecule instead of the 36 or so ATPs healthy cells gain. As a result, cancer cells need to use a lot more sugar molecules to get enough energy to survive.
introduction to WARBERG PHENOMENA:
WARBURG EFFECT Usually, cancer cells are highly glycolytic (glucose addiction) and take up more glucose than do normal cells from outside.
Otto Heinrich Warburg (; 8 October 1883 – 1 August 1970) In 1931 was awarded the Nobel Prize in Physiology for his "discovery of the nature and mode of action of the respiratory enzyme.
WARNBURG EFFECT : cancer cells under aerobic (well-oxygenated) conditions to metabolize glucose to lactate (aerobic glycolysis) is known as the Warburg effect. Warburg made the observation that tumor slices consume glucose and secrete lactate at a higher rate than normal tissues.
A brief information about the SCOP protein database used in bioinformatics.
The Structural Classification of Proteins (SCOP) database is a comprehensive and authoritative resource for the structural and evolutionary relationships of proteins. It provides a detailed and curated classification of protein structures, grouping them into families, superfamilies, and folds based on their structural and sequence similarities.
Seminar of U.V. Spectroscopy by SAMIR PANDASAMIR PANDA
Spectroscopy is a branch of science dealing the study of interaction of electromagnetic radiation with matter.
Ultraviolet-visible spectroscopy refers to absorption spectroscopy or reflect spectroscopy in the UV-VIS spectral region.
Ultraviolet-visible spectroscopy is an analytical method that can measure the amount of light received by the analyte.
THE IMPORTANCE OF MARTIAN ATMOSPHERE SAMPLE RETURN.Sérgio Sacani
The return of a sample of near-surface atmosphere from Mars would facilitate answers to several first-order science questions surrounding the formation and evolution of the planet. One of the important aspects of terrestrial planet formation in general is the role that primary atmospheres played in influencing the chemistry and structure of the planets and their antecedents. Studies of the martian atmosphere can be used to investigate the role of a primary atmosphere in its history. Atmosphere samples would also inform our understanding of the near-surface chemistry of the planet, and ultimately the prospects for life. High-precision isotopic analyses of constituent gases are needed to address these questions, requiring that the analyses are made on returned samples rather than in situ.
This pdf is about the Schizophrenia.
For more details visit on YouTube; @SELF-EXPLANATORY;
https://www.youtube.com/channel/UCAiarMZDNhe1A3Rnpr_WkzA/videos
Thanks...!
Slide 1: Title Slide
Extrachromosomal Inheritance
Slide 2: Introduction to Extrachromosomal Inheritance
Definition: Extrachromosomal inheritance refers to the transmission of genetic material that is not found within the nucleus.
Key Components: Involves genes located in mitochondria, chloroplasts, and plasmids.
Slide 3: Mitochondrial Inheritance
Mitochondria: Organelles responsible for energy production.
Mitochondrial DNA (mtDNA): Circular DNA molecule found in mitochondria.
Inheritance Pattern: Maternally inherited, meaning it is passed from mothers to all their offspring.
Diseases: Examples include Leber’s hereditary optic neuropathy (LHON) and mitochondrial myopathy.
Slide 4: Chloroplast Inheritance
Chloroplasts: Organelles responsible for photosynthesis in plants.
Chloroplast DNA (cpDNA): Circular DNA molecule found in chloroplasts.
Inheritance Pattern: Often maternally inherited in most plants, but can vary in some species.
Examples: Variegation in plants, where leaf color patterns are determined by chloroplast DNA.
Slide 5: Plasmid Inheritance
Plasmids: Small, circular DNA molecules found in bacteria and some eukaryotes.
Features: Can carry antibiotic resistance genes and can be transferred between cells through processes like conjugation.
Significance: Important in biotechnology for gene cloning and genetic engineering.
Slide 6: Mechanisms of Extrachromosomal Inheritance
Non-Mendelian Patterns: Do not follow Mendel’s laws of inheritance.
Cytoplasmic Segregation: During cell division, organelles like mitochondria and chloroplasts are randomly distributed to daughter cells.
Heteroplasmy: Presence of more than one type of organellar genome within a cell, leading to variation in expression.
Slide 7: Examples of Extrachromosomal Inheritance
Four O’clock Plant (Mirabilis jalapa): Shows variegated leaves due to different cpDNA in leaf cells.
Petite Mutants in Yeast: Result from mutations in mitochondrial DNA affecting respiration.
Slide 8: Importance of Extrachromosomal Inheritance
Evolution: Provides insight into the evolution of eukaryotic cells.
Medicine: Understanding mitochondrial inheritance helps in diagnosing and treating mitochondrial diseases.
Agriculture: Chloroplast inheritance can be used in plant breeding and genetic modification.
Slide 9: Recent Research and Advances
Gene Editing: Techniques like CRISPR-Cas9 are being used to edit mitochondrial and chloroplast DNA.
Therapies: Development of mitochondrial replacement therapy (MRT) for preventing mitochondrial diseases.
Slide 10: Conclusion
Summary: Extrachromosomal inheritance involves the transmission of genetic material outside the nucleus and plays a crucial role in genetics, medicine, and biotechnology.
Future Directions: Continued research and technological advancements hold promise for new treatments and applications.
Slide 11: Questions and Discussion
Invite Audience: Open the floor for any questions or further discussion on the topic.
2. Raffaele Serafini
HOW TO RAISE
POLYGLOT CHILDREN
WITH NO EFFORT
A short explanation on how to teach your
kids several languages with no effort
2
3. I think that a person who knows only one
language is blind and the world around her
will have one colour.
A person who knows two languages can see
the world black and white.
A person who knows three languages begins to
see the colours of the world.
printed in Marostega
first edition 2014
3
4. INDEX
Index pag 4
Preface pag 5
Overview pag 6
Introduction pag 7
Premises pag 8
Experiment pag 10
Problems pag 13
Improvement to this method pag 14
The usual prejudicial concerns pag 15
4
5. PREFACE
Why Mikhail Tal, Robert Fisher and Raul
Capablanca became such succesfull chessmasters?
Why Antonio Gato and Enrico Rastelli were such
good jugglers? Why Nadia Comaneci was so good in
the Olympic Games? Why Leonhard Euler and Blaise
Pascal, were great mathematicians? Why Amadeus
Mozart was so good? If we analyze the lives of
thousands of artists and scientists, we discover that
they were not more gifted than any other person, but
someone had trained them since their early years to
things that are prejudicially considered and believed
to be "adult's business". Never forget that children
have much more efficient brains than those of adults,
so most of the educational efforts should not be made
at the universities, but in kindergartens and
elementary schools.
5
6. OVERVIEW
The script consists of a brief description of 12 years
experiment and its premises.
It later moves to the problems, actually to the only
problem encountered during this process and which
actually had to do with the prejudice and ignorance
of italian national educators.
A part deals with suggestions for educators who might
get from this experience the temptation to do the same
with their kids. Many improvements are possible and
we strongly advice them.
In the last part, there is a list of potential questions,
which reflects most of the prejudicial concerns of
educators when they face the idea of polyglotism in
kids.
6
7. INTRODUCTION
We come now to the experiment that each of you can
try with incredible results according to the present
culture, but normal, considering the natural ability of
children. The experiment began in February 2000 and
is still in progress today. The preparation's work and
planning, began in 1988 in the universities of Venice
(Ca'Foscari), Bellaterra (Uab) and in several parts of
the world, through the observation and study of the
effects of early inputs, their processing and final
results in several fields of knowledge.
This is an experiment which began in 2000 in a small
village in Venetia, where a couple of linguists
decided to test the "method Serafini" (from its
inventor) to teach children multiple languages, and all
without efforts. The tutor has no necessity to know the
languages the kids learn. This method and its results
can be achieved without any particular unaccessable
mean and wealth, therefore this paper is an invitation
to all educators and parents on the planet to do the
same. What we describe here can be done at zero
costs.
Best wishes
Raffaele Serafini
7
8. PREMISES
-To achieve the goal, we suggest to remove the
television from home. TV is not controllable, and it's
like having a stranger interfering in the home
environment. Children quickly learn to operate with
the remote tv control, and if not removed from home,
it will ruin all your efforts in education. It is not a
drastic choice to eliminate the tv, but a choice that
makes you responsable to decide, to select and give
the inputs that you want. For input, we mean all the
external stimulus to which the child is exposed, even
during pregnancy. A child begins from the womb to
"metabolize all inputs that are processed into patterns
that are common to all human beings.
-It is necessary that the inputs are consistent and
never contradictory. Contradictions shortcircuit the
deep cognitive processes of learning and create
confusion. The early learning, if consistent, gives
perfect results, compared to the adult learning which
will be incomplete and very insecure.
-It is required the cooperation of all members of the
family and the educational program must be planned
before the birth and continued at least until puberty.
8
9. Before you begin, please note that language learning
is evaluated mainly under two aspects: the production
and the understanding. In plain English: speaking and
understanding. Writing and reading are secondary
skills and may also be acquired at any moment later.
The method developed here is the product of
decades of studies by investigators. Once established
the feasability of the method and the results, it can be
adopted on a large scale with tens of millions of
children.
9
10. THE EXPERIMENT
Here it is, in short words and principles, the method.
Let's start.
From the first day of her birth to girl "E" (for privacy
her name and her sister, will not be disclosed), parents
have spoken her respectively VENETIAN (the father)
ARMENIAN (the mother), while mother and father
among them have spoken standard ITALIAN. After
just one year of age, "E", began to communicate with
her father in Venetian and in Armenian language with
her mother. The evening after supper, every single
day, “E” had to see a cartoon or a movie for kids in
FRENCH language for about one hour or more. This
block of french language cartoons last about 2 weeks
alternated by another block of 2 weeks of cartoons or
movies in RUSSIAN language. Let's say that nobody
of the parents knew French efficiently, and one only
knew Russian, and nobody has ever spoke one of the
two languages to her. The same program began with
the second child "M" born 2 years later, who joined
her sister. All cartoons and films were selected from
the 1950's productions to this day, with particular care
to begin with the old productions since, the most
recent productions had the effect of making less
attractive the old ones. Therefore we recommend to
10
11. avoid, at least up to the age of 7-8 years old, to offer
cartoons such as Disney (at least the most recent
works). Among other things, the production of
Russian animated cartoons, is undoubtedly highly
educational for its content and forms of design. The
best is to start with the black and white movies and
then switch to colored ones. If you expose kids to
coloured movies, they will later riject the black and
white ones. So, better to start with black and white
ones. We wish to emphasize that you do not need to
buy these products, you can download them for free
in the desired languages from the web.
At 5 years of age the girls entered the local ENGLISH
school carried on by English native teachers.
Along with this educational policy, every night
before going to sleep, fairy tales in Venetian language
and Armenian language or sometime English were
read. Since the 7th year of age, "E" and "M" had their
laptops with the Linux operating system in English
and then with all the settings and research work in
English (Linux operating systems allows wide
customization). The kids naturally adopted the
English Wiki and not the Italian version.
Now the girls have respectively 12 and 14 years,
understand and speak 6 languages perfectly, and
understand many others similar as well. At the age of
11, in the school programms (3 hours a week) it was
introduced also the teaching of German language
11
12. which they learnt very proficiently. It would be a
seventh language, but in this case no effort or training
home with videos has ever been done.
We also strongly recommend to motivate children and
tell them they are good and intelligent. Avoid
judgements that will mortify kids. Very often we
inihibite kids with negative judgements and we risk to
ruin the self esteem they need to grow and learn.
12
13. PROBLEMS
Only one and relevant. The kindegarten's teachers
reproached “E” when she spoke Venetian and
threatened the girl with subtle blackmails, thus
creating fear to speak the language at home too and
creating problems of interference. The problem was
solved by removing the kid from the kindegarten,
considering that the teachers of the institute, when
reproached, insisted in their intolerant behaviour. The
kid was moved in favour of a more modern
educational facility. It was necessary to explain to the
child that all languages are equal in dignity and there
is no shame to speak any of them. The girl was
encouraged to speak Venetian with incentives. Please
note that in years of observations, the investigator
noted that stuttering is widespread precisely in areas
where there are contrasting languages and in which
children are so to say "raped" linguistically in the
early years of childhood with absurd prohibitions and
intimidation. This is one of the problem associated
with nationalism in which teachers are educated.
13
14. IMPROVEMENTS TO THIS METHOD
It could be introduced the teaching of a second
language in elementary school such as Chinese,
Japanese, or Indi.
The grandparents could speak another language if
they know it, and so increase the range of knowledge
of the child. Those who can afford, they could hire a
maid who speaks another language with the child.
However, it is important that the person who talks to
the child does it using a single language at the same
and all the time. In this way, the child will link:
"person + language" and will link them to the internal
grammar he builds inside him. The affective human
side is very important.
14
15. THE USUAL PREJUDICIAL CONCERNS!
-But a child will mess up with all these
languages?
No, if the teaching is coherent and conducted as
explained above, the final result will be the perfect
learning.
-But it is too hard for a young child!
No, the mind of a child is ready to learn dozens of
languages simultaneously. Unfortunately, the
education and nationalistic monolengualism of the
last century, has castrated the possibilities and
attitudes of billions of people. Wars and ethnocides
against the so-called dialects, have caused a cultural
disaster of immeasurable proportions.
-But how does a child learn a language
without grammar?
Children build an interior grammar with no need of
books. Among other things, their learning is perfect
and long lasting, "deep" to use a scientific concept.
-Can I begin later after the second or third
year of age?
Better not. Every day after birth, it is too late, because
15
16. some contradictory mechanisms may trigger and also
because it is a rush against time. The kid's mind can
build the interior grammars when he/she is young,
later it is to late. It is like moulding clay, after a while
it gets hard to manipulate.
-Can the same person switch language so the
kid will learn more at the same time?
No, it might create interference and confusion in the
kid's mind. "One language one person", and the
learning will be perfect and smooth.
Consistency is the cornerstone of this method. The
human mind seeks consistency, at least in the initial
phase.
-But then my kids could learn the language
without going to English schools?
Yes, no doubt, show them cartoons in English every
day and after two years you will see incredible results.
You can also let them play with english speaking kids
for long periods, or have an english speaker
babysitting, or a Chinese one in case you want to
teach Chinese.
-But television can't be removed, it is too
much violence!
No! On the contrary, violence is TV home. It is
violence against a frail child who clings to everything
16
17. when the parents do not take their responsibilities as
educators. Without TV you will have more home life,
more intimacy and you will be choosing what to bring
into your home at any time. The concept of input is
important and thus getting rid of the tv. All that space
left, you will fill it with what you choose.
The child is like an assimilator of information waiting
to be filled at all times. Give him just the chance to
exploit the early and most productive moments of his
life. If the chikd gets used and controll of Tv your
education efforts are at serious risk.
17
18. THE ADVANTAGES OF POLYGLOTISM
The advantages are many and the list we give is
slightly exaustive. There are no disadvantages unless
we consider: ignorance, prejudice and neuronal
underdevelopment advantages.
Here a list of advantages:
1)Polyglots develops bettter brains, more efficient and
in life they lear better and more easily other
languages.
2)Polyglots can see the world around them from
different perspectives.
3)Languages are the main key to understand and
study different cultures. Polyglots can better
appreciate also the culture of origin, their family and
traditions. Freedom and respect are favoured where
reciprocal understanding reigns.
4)Efficient communication make you a protagonist in
a world in which the sharing of infos is foundamental.
5)Polylengualism permits you to access to many datas
in other languages, and escape the tipical traditional
18