The Hardest Things about Learning English Creole Languages

As a teenager I constantly wondered if there were languages closer to English than any of the national languages of Europe I’ve heard were closely related (anything Scandinavian, Dutch, Romance Languages, Afrikaans [despite not really being European in a full sense] etc.)

Turns out they DO exist, not only in Scots but also with English Creole Languages, of which there are many spanning multiple continents. So far I’m fluent in five of them, and my Jamaican Patois book is in the mail (I’ve decided that I’ll be focusing only on Hungarian and Lao as far as new languages are concerned until I’m fluent in one of them, but it occurs to me that given how similar “Jamaican” is to Trinidadian Creole and Salone Krio, I may be inclined to make an exception for it because it wouldn’t be a source of active stress).

I really look forward to learning Jamaican Patois however much of a “snail ride” it is.

However, as much as I sometimes make it out to be that way in conversation, learning English Creole Languages isn’t always very easy.

There were unique challenges they presented that I haven’t seen in the other clusters of languages I’ve focused on (e.g. Scandinavian, Celtic, and soon Southeast Asian and Pacific!)

Let me tell you a bit more about them:

 

  • Slurring and Very Quick Speech is Common to Many Creole Languages

 

After all, Creoles are highly efficient!

Hopping from your phrasebooks or your textbooks (yes, textbooks exist for English Creole Languages, particularly for the Peace Corps) to the “real world” of that language is a difficult task.

The clear words that you saw on the page may be jumbled in ways you didn’t even think possible. Entire syllables will be left out and you’ll need to train yourself. At first it will be like “did you get the general idea?” but then you’ll learn to manage well enough.

The clearest versions of the Creoles tend to exist (1) on radio and TV (2) in materials for missionaries (who partner with native speakers in order to tell stories about Jesus or Biblical characters or what-have-you) and (3) governmental notices that have been localized (often developed countries assist with these productions, also using voice actors who are native speakers or fluent local speakers). These may act as a “gateway” to you understanding your dream creole in its full form the way the locals do.

I’ll give you one example: Solomon Islands Pijin uses “blong olketa” (belonging to them, belonging to all of them, of them, etc.) You may hear it pronounced as “blokta”. And that’s one example of hundreds.

  • Speakers of some Creole Languages often use Standard English On / Off in their speech, making it difficult to get a “consistent” stream of it in some areas of Creole-speaking countries.

 

Trinidadian Creole forms the future and past differently from English. There is also no such thing as a passive verb. (These are all things my book says). It’s close enough to English that some people, even Trinidadians, don’t even believe it is a separate language.

Despite that, especially among people who have specialized in medicine or engineering or something similar, you’ll hear a pattern in which they’ll hop between Standard English and their Creole without even thinking about it. This isn’t unique to English creoles and it is called “code switching”.

It may leave you confused. If I used too much English or too little English, what will happen? What sort of situations should I use this much English in? Will I come off as rude?

These are all questions you’ll get a “feel” for and there are so many right answers depending on the community in which you use these languages.

Much like with languages from countries in which English is commonly spoken (e.g. Swedish, Dutch) you’ll have to learn how to mirror how English loans and phrases are used in conversations. Imitating native speakers is your best bet (after all, that’s how we all learn our first language!)

And then, sometimes, you have the opposite problem…

 

  • Speakers of some Creole Languages often throw in words from their own native languages you may have never encountered before. This is especially common in music.

A non-existent problem on the radio and TV, this can be an issue in music especially (or if you’re overhearing conversations).

The Creoles of Melanesia and Africa are poised between the native languages and the European languages and have to dance delicately between them (the Carribean Creoles don’t have this dynamic, although they, like the African and Pacific English Creoles, are a fusion between the many languages that the African slaves spoke and understood but in a version that would be comprehensible to the slaveowners.)

Because of this, the people who write the comprehensive dictionaries (even if they’re native speakers of these languages themselves) can’t always keep up. My Yiddish teacher told me that Yiddish was like learning five languages in one (German, Hebrew, Polish, Russian and Ukrainian). These creoles are sometimes like learning many, many more of these in one (although their vocabulary loans are more lopsided towards English than Yiddish is towards German).

It’s not uncommon for songwriters singing in Melanesian creoles to hop into their native language or Standard English while singing their creoles in between. Here’s an example:

Related to that is…

  • Some speakers of Creole Languages may have their pronunciation altered due to the phonemes of their native language.

 

As a native English speaker, I have to be careful with my accent in speaking many other languages and I sometimes have to work on it a lot. If I don’t, it may cause a significant amount of discomfort in native speakers who may then be inclined to switch to English if they’re lazy enough (which, sadly enough, most people are).

But imagine if your native language is spoken by 2,000 people on your island somewhere in the Solomons. You will primarily use Solomon Islands Pijin and English to communicate with other people at home and abroad respectively. But you don’t really need to worry about perfecting your accent in Pijin because back from its earliest days on the plantations in Queensland people spoke it with whatever accent they used from their native language. That’s largely still the case (although there are people who speak these Creoles as their native language, Creoles by definition have to have large enough vocabulary to be a mother tongue of someone, that’s what makes them distinct from Pidgins).

The downside? You may hear some vowels, phonemes and individual words mutating in ways you didn’t even think possible. You may hear some basic phrases change into something that is only borderline recognizable to you. Some accents in these creoles can be so difficult that you may actually draw blanks during some areas of a conversation. But as long as you know how to respond with ease and / or get the context, that’s okay.

That’s an issue that primarily comes up when dealing with the spoken language (so when having conversations or watching artistic productions, on radio broadcasts these languages tend to be used as clearly as possible).

 

  • In Some Contexts, You May be Better Off Using English

 

Feel free to disagree with me on this one if your experience says otherwise.

Alas, there are some people in countries where Creoles are spoken that may look down on their local creoles as languages of the uneducated or peasants. In the case of the Caribbean creoles it could be that, depending on context, your attempts to speak their language may be construed as making fun of their accents.

Much like Yiddish was seen throughout a lot of its history as a language that was inferior to both German and the languages of the Bible and the Talmud (and sometimes seen as the language of “women and the uneducated”), in some areas this view of the Creole language can still be present. Interestingly in an age of mass language death this may be changing and there will no doubt be thousands of fluent speakers of these creoles who will be WILLING to practice with you.

Suffice it to say that, despite that, learning the local language is always a fantastic idea. Keep in mind that Standard English plays a role in each of the places where these Creoles are spoken – it’s not like it’s genuinely foreign to people who live in Jamaica or Vanuatu or Sierra Leone. Not at all.

The many languages of these places all play a different role, but the Creoles truly echo the local cultures in unison because, for a number of reasons, they ended up being the languages around which these countries would unify when they became independent. And they continue to play important roles (not a single one of the creoles I’ve mentioned here is endangered, although Trinidad and Tobago does also have this other French creole language that seems to be quite weak as of the time of writing).

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Here’s hoping you meet success in your journeys, wherever they take you!

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Far From My Mom’s St. Petersburg – A Conversation about Tajikistan with Leora Eisenberg

 

Today is the Independence day of Tajikistan, a place that is fascinating to many people throughout the globe but nonetheless relatively unknown by many. For the future I’ll be partnering with curious souls like you in order to share stories. Today I brought Leora Eisenberg, who had the marvelous privilege of spending the past summer in Tajikistan. Here she is discussing the many sides of her Tajiki story and how it left her greatly changed for the better!

1.What sort of background do you come from and how did you get interested in Tajiki / Persian culture in general? How have your experiences been with either prior to visiting Tajikistan?

My mom and stepdad (and consequently, their whole family) are from St. Petersburg, although they refer to it as Leningrad; they grew up and were educated there. At home, I grew up in a very… Russian household. That is to say that I grew up watching Soviet children’s cartoons, eating Russian food, and speaking the language at home. There was also a very strong Russian-Jewish work ethic. (That is to say I had to be the best.) My awareness of the former USSR was part of my identity, but I still never knew that much; I had never taken a class or written a paper on the topic. That said, I was certainly more aware of the Soviet Union than most of my fellow Russian-Jewish birth cohort. I was always interested in Soviet history and culture… to such an extent that I’m now majoring in the field!

As for Tajiki/Persian culture… regardless of the fact that I was aware of the USSR, I didn’t think much about Tajikistan. I mean, sure, I knew that its capital was Dushanbe, but that was it. To be fair, I attribute a lot of this to my parents who are very proud of being Europeans from St. Petersburg, for better or for worse. Tajikistan wasn’t part of their consciousness, and consequently, it wasn’t part of mine.

I stumbled onto Tajiki and Persian culture completely accidentally. I thought I was going to major in Near (Middle) Eastern Studies, so I chose Persian as a foreign language. I ended up falling in love with it, and I applied for the Critical Language Scholarship (CLS) program in Tajikistan, which teaches primarily Farsi, at the encouragement of my professor.

 

2. What makes Tajikistan and its culture stand out? How about the Tajik language?

It’s important to note that I came to Tajikistan to learn Iranian Persian, i.e. Farsi. As a government program, CLS cannot send American students to Iran to learn the language, so it is, then, left with the two other Persian-speaking countries: Afghanistan (which speaks Dari) and Tajikistan (which speaks Tajiki). They certainly couldn’t send us to Afghanistan, so Tajikistan was the only option left.

We had almost all of our class in Farsi, but we had 2-4 hours of Tajiki class a week. That said, I spoke almost exclusively Tajiki at home with my host family, which I ended up learning, more or less, by osmosis.

Contrary to what people might say, it’s not the same as Farsi. The literary language is indeed close to it, but the everyday, conversational language is substantially different due to the heavy Russian influence, both in the standardization of the language itself and in pure vocabulary. There’s also a significant Turkic influence coming from Uzbek, since about 25% of Tajikistan’s population is ethnically Uzbek.

As for the culture… it’s unlike anything I’ve ever known. As a whole, what I noted about the culture was that people truly had an inclination to do good. If given a choice between a good and a bad action, Tajiks almost inevitably went for the good one. For example, if someone on a bus offered me their seat (which they almost always did, even if they didn’t know I was a foreigner) and I refused, they would almost always offer to hold my bags because “I looked tired.” I was no anomaly; I’ve seen Tajiks do the same to dozens of other people. It’s just the way they are.

I could write extensively on the topic. A few other things that I noticed were the importance of hospitality and the prominence of color and vivacity in everyday life.

 

3. How was your experience learning and using Tajik in Tajikistan? What sort of reactions did you get and what sort of struggles did you face?

In the beginning, it was very hard simply because I had had no exposure to the Tajiki language before. I only knew Farsi. For the first two weeks or so, I just didn’t understand anything.

A story to illustrate the point: one evening during my first week, we went to my host aunt and uncle’s house. Many family members, whom I didn’t yet know, were there. I didn’t know much Tajiki yet, and I didn’t understand what people were saying. They would ask me questions occasionally, and I would just freeze, unable to answer. I was so embarrassed. Sometimes, they would switch to Russian entirely for my benefit; other times, they continued with their conversations. Since they wouldn’t let me, a guest, clear the table (my activity of choice when under duress), I locked myself in the bathroom and cried for about ten minutes. I didn’t want to face them because I was so ashamed of my lack of knowledge. I only spoke Farsi at that point — not Tajiki.

That said, as time progressed, I understood more and more. If the “older generation” (40+ years) was talking, I could understand 40-70% of what they said by the end of the trip. (With young people, the number was much lower.) I learned primarily by osmosis; Tajiki class wasn’t very helpful at all since we primarily focused on learning the alphabet, which I already knew.

Whenever I spoke Tajiki, Tajiks were, naturally, proud. I was speaking their language. I remember that my host dad was particularly excited about this. He liked to read me poems sometimes and hope I would understand. Toward the end of the trip, Tajiks on the street used to sometimes think I was Tajik even after I had said something, which was a sign that my language skills had really improved.

 

4. What sort of tourist attractions throughout Tajikistan are not to be missed? How about local delicacies?

Tourist attractions:

Tajikistan is an absolutely beautiful country. I strongly, strongly recommend that any tourist go hiking. There is a great FB page called Hike Tajikistan which organizes for bimonthly (or so) hiking trips across the country. There are several good museums, like the National Museum in Dushanbe. The bazaar (there is one in every city and several in Dushanbe) is not to be missed; it’s a real glimpse into Tajik life, and it’s a micro-economy of its own. Also a great place to buy souvenirs.

 

Local delicacies:

Plov, also called osh, is rice, meat, chickpeas and carrots. It sounds bizarre, but is delicious. There are some tasty soups like ugro and lagman, but my favorite dish of all is called qurutob. There is no adequate way to describe it, but it, very crudely put, is a mix of hot oil, very thick puff pastry dough-type bread called fattir, tomato, cucumber and a type of sour cream-type liquid. You eat it — with your hands —  at a special restaurant designated for it.

 

5. What are some of your favorite words and/or idioms that you picked up during your time in Tajikistan?

Az pasha fil nasoz — lit. Don’t make an elephant out of a fly = don’t make a mountain out of a mole hill

Ba khoda = lit. “With God” = this could mean anything from “oh really?” To “yeah, right!”

 

6. What was your host family like and how were your interactions?

I cannot speak about my host family without smiling — and having a tear form in my eye. They became my family. My host mom always referred to me using the Russian word rodnaya, which means something like “biological” or “real.” I became her real daughter. My host dad always announced to everyone that I was his daughter. It was never a question.

My host family was very special because I didn’t just become close with my immediate family, but also with my cousins, aunts, uncles, etc. I went over to my cousins’ house every evening; with the girls, I gossiped, danced, etc. With the boys, I played soccer, played practical jokes, etc. My host aunt texted me a few days ago. I still talk to my host cousins a few times a week.

To illustrate how close we became, let me tell a story. On my last day, my host parents, like all the other host parents, drove me to the pick-up site, where all of us were being met to be taken to the airport by bus. The other host parents hugged their students, took a picture, and left. In my case, my parents hovered around and weren’t leaving. My host mom would ask me a question; I would answer. At one point, my host dad surveyed the group and whispered to my host mom, “you know, out of all the kids, only our Leora looks like a Tajik.” Host parents kept coming and going, but mine stayed. They were the last ones to go. When they finally did, all three of us were crying. My host mom said that it was “as if they had known me all of their lives.” I’m getting teary-eyed just writing about it.

That's (in order from left to right) my cousin, me and my sister in traditional dress

That’s (in order from left to right) my cousin, me and my sister in traditional dress.

 

7. How did your time in Tajikistan leave you genuinely changed?

I noticed that when I came back to the United States, I laughed a lot more. I watched the same movies, heard the same jokes, etc — but I laughed at them this time. I was much freer with enjoyment of the world around me. Tajikistan taught me an appreciation of the beauty and joys of life. The experience also gave me, literally, a family whom I love and care about and can’t wait to see again next summer. Lastly, it gave me the confidence to experience the completely unknown and make it part of my soul.

On a more cosmetic note (pun intended), I pay a lot more attention to the way I look now. In Tajikistan, women pay much more attention to their physical appearance that women do in the United States, so dressing well/putting on makeup is a habit I certainly picked up there.

 

8. Any general concluding thoughts you’d like to share with the world, concerning anything at all?

I don’t think I can put into words how much I love Tajikistan and its people. After the program ended, I traveled straight from Tajikistan to Russia and had a very difficult time. I compared everything with Dushanbe. I cried a lot; I missed “home.” Distraught, I emailed my grandfather about this dilemma. He said that I had tried to make myself part of the country — and succeeded, and that separation from it was separation from a treasured part of my consciousness. It all sounds melodramatic, but I truly believe that I’ve taken a piece of the country in my heart.

On that note, if anyone knows of any good internships in the area, please feel free to let me know….

 

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This is from when I taught them how to swim 🙂
This is only part of my family; it was in reality much larger but I wanted to illustrate how large it was.


Definitely! Thanks for telling your stories for all of us! I hope that you can continue to be an inspiration not only to me but everyone else you know! Keep going from strength to strength!

 
Leora Eisenberg
Speaks: English, Russian, French, German, Hebrew, Farsi, Tajiki — also speaks Egyptian Arabic, Japanese and Somali very poorly

Leora Eisenberg is a current sophomore at Princeton University, where she is majoring in Slavic Studies. Shockingly, is fascinated by Soviet Central Asia. When not reading on the topic, she can be found biking, studying Talmud, seeking out new experiences, and inviting her friends over for Persian desserts. Leora hopes to return to Central Asia next summer, and every summer over the course of her academic career.

Buffalo Weekend Hungarian / English Creoles Mission (Early September 2017): Mid-Way Reflection

 An entire day of travel later and I find myself in Buffalo.

I was supposed to learn three languages over the course of the ride in order to realize how I personally could use being a car passenger to optimize study time.

However, I burnt out significantly badly within the first half, but NOT without having made very victorious gains. There were three languages that I had set aside for studying this trip: Hungarian (upper beginner), Trinidadian Creole (upper intermediate) and Bileez Kriol (lower beginner). Now let’s see how I did.

Well, first let’s begin with the big failure in this regard, the fact that I’m not making significant progress with Bileez Kriol. This was on my list for a while because my father has been dreaming of visiting Belize for year now, and as a result an English-Creole immersion mission has been in the cards for me. Given how much latent racism exists around Creole Languages, even today, I need to plan for such a mission and also publicize it widely (e.g. with YouTube vlogging).

Suffice it to say that my Memrise course and the dictionary aren’t enough to learn a language on the short term. It may be helpful for the long term, but with the tools I have now I’m afraid I don’t have enough to form sentences, and it doesn’t seem that I’ll be able to in time for my new video.

So it seems that I’m going to not be speaking Bileez Kriol in my new video, instead opting for Cornish, which is another language that I think may deserve more attention on the Internet.

(Cornish … ah, yes, the one language that I have heard disparaged the most, usually by polyglot “wannabes”. I can usually tell how genuine a polyglot is and how committed he or she is depending on how open-minded he or she is as to the prospect of having OTHER people learn minority and endangered languages. Those who show distrust or disgust or even make fun of the notion is not someone whose opinion I am likely to respect, much less trust concerning how to use language learning effectively for healing the world. It’s perfectly okay if you don’t want to learn such a language yourself, by the way. It isn’t for everyone. Just don’t disparage the idea of other people doing it.)

I’m going to continue to learn Bileez Kriol with Memrise, but I don’t see myself as being conversational in the near future, regardless of how close it is to other languages I know (e.g. Krio).

 

And the moderate success of the trip so far is Hungarian. One big weakness I should have accounted for was the fact that I get very sick when reading in a car. As a result, I used Anki during the rest stop breaks and got many sentences in during this time, whispering key words out loud in order to remember them.

What’s more, I also accounted for my weakness in part by having Mango Languages’ no-hands mode on my phone. (For those unaware: you can learn a language with Mango without pressing anything by having the narrator read everything out loud with definitions, complete with pauses to assist you in thinking).

I’m not fluent yet, and I think I’m only moderately conversational. I didn’t even fulfill my short-term goals of paying attention to grammar. But with Anki and Mango sentences I’m learning some of the grammar by example, which certainly isn’t nothing.

What went well: I’m detecting patterns in the sentences and in the sentence structures, not also to mention tiny pieces of conversation that are ever-so-useful. I am now with Hungarian where I was with Finnish back in 2013 when I visited the country.

What didn’t go well: I didn’t read a single grammar table at all, but given my illness that I get when intensely reading in motion I’m quite okay with that.

Anyhow, my big success over the course of the trip was Trinidad Creole. What exactly did I do right?

For one, I identified my weaknesses completely on-point. I also ate the small grammar bits in the book in exactly the right amounts, and I also used mini-speaking exercises in order to “fit” the new concepts into place. I also, due to my carsickness issue, focused on one page at a time (and I did this with the grammar section as well as another area of the book that focuses on proverbs).

I also uses memory devices in order to connect each word that was different from Standard English with a sentence that had a story. I’ve noticed that phrasebooks and textbooks that use a lot of sentences are easy when it comes to memory.

In so doing, I also gave my memory time to absorb everything and I feel that I have eliminated every weakness with this language, and all I need is exposure in order to fasten it into my memory for good.

The one thing I was missing was immersion, and if I could do it again I would have acquired Calypso music to assist with it, especially when I was feeling too weak to study or play any computer games at all.

Will I use it in my video? Probably, but maybe I should pass over a small sample by a native speaker first, using a Facebook group for polyglots or what-have-you.

 

What I Learned:

  • Expect your energy to fall down at one point, even if you don’t think that will happen.
  • Identify your weaknesses and your learning styles.
  • Make short-term goals.
  • Do something. You may have lots of distractions of many sorts, but the most important thing is that you can do a bunch of little things with your language doing the journey.
  • Don’t feel guilty if you can’t study during the WHOLE journey. Take that time to reflect on what you’ve learned.
  • Use audio resources when you’re very tired.

 

So what will I be doing during the rest of the weekend and on the way back?

  • I’m going to stop my book-study of Trinidadian Creole in the near future, I think I’m in a good spot and that I’m mostly conversational. I may carry the book around for reference during the rest of the trip but I think gaining fluency in this language before the year is up is in the cards!
  • The Hungarian book definitely should be following me more often, it’s a larger book but it should come with me when possible.
  • In the meantime, given that Bileez Kriol is probably not going to be in my video, I’ll substitute it for another language that will be but that may require work, Mossi / Moore.

 

I’ll have time to think about the procedure for the return trip while gallivanting around Buffalo.

Let’s see how much more progress can still be made!

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This picture has absolutely nothing to do with the plot whatsover.

”How Do You Know So Much About Everything?”, or How to Build an Encyclopedic Memory

 

Too often throughout my life have people tried to convince me that somehow my mind was “special” and that I was “gifted”.

Later on in life, it occurred to me that the only thing that really made me different was the fact that I “tripped” on some successful formulae on how to memorize things and that I applied them with consistency.

If you’ve had a conversation with me in real life, you’ll definitely know that I am an experience collector that draws in a lot of different histories and cultural experiences from throughout the globe and draws them together in ways that are inspiring at best, intimidating at worst.

Today I decided that I’m going to let loose some of my secret as to how I developed the memory and how you can develop an encyclopedic knowledge of anything of your choice!

You already have an encyclopedic knowledge of SOMETHING

That’s one important thing to keep in mind. Even if it is very simple details about your life, your family or your work sphere, there is something that you know very well in detail.

How exactly did you remember it? I’ll give you some clues.

For one, you associated the various facts and faces and stimuli used for recognition with multiple elements. Some of them were:

  • Feelings
  • Incidents associated with certain feelings (e.g. funny stories, awkward stories)
  • Places (we’ll get to the memory palace in a bit, which is probably the world’s most tested-and-true memory technique)
  • Your senses (you may associate smells or sounds or melodies with them)

Another thing you also did in order to remember these details about your life is the fact that your brain has been convinced (and rightly so) that learning these details is actually essential to your survival. (If you can trick your brain that learning something is essential to your survival, your brain is going to learn it whether you like it or not. Humans are the most successful species this planet has ever seen and your brain is, by extension, served as the key to that success. Trust it).

In places like Germany and Myanmar where I could not always rely on people speaking English or other languages I knew, my brain kicked into second-gear when I needed to learn phrases of the local language, especially ones that would be useful in emergency situations. Even in places like Sweden and Iceland knowledge of the local language could be a survival advantage and …

(I was writing this in Grand Central Station and a fire alarm went off. Despite the fact that the announcement was in English I literally couldn’t understand a single word. Serves to show you that sometimes even “your language” can be completely unintelligible to you and you don’t give it a second thought or become insecure about it!)

Where was I?

Oh, yeah…

I was having a conversation about multilingualism at (one of) my rabbi’s classes last night. Interestingly I said that a lot of people memorize other things with great success (e.g. names of sports teams and what years they won, names of Pokémon, video games, video game levels, TV shows, episodes and seasons, books you’ve read, names of your teachers throughout your life, etc.) One reason for that is that they associate it with places, feelings and stimuli.

Take the example of sports games. I’ve lived with a lot of students from Spain when I was in Poland (to whom I owe the fact that I talk Spanish like an Iberian). They went to sports bars very frequently and no doubt they associate each game with a different place and a different set of emotions, not also to mention the sort of things that their friends or other company said or did during the game or afterwards. In so doing, they have an advantage in memorizing a “timeline” in their head given that they associate each incident with stimuli that serve to enforce the memory.

Or take video games. I can literally draw of map of the Kanto Region (from the original Pokémon games) from memory. I can tell you where in Kanto to find any of the individual species in the Red Version (I started with a Bulbasaur, for those curious). I can even hum the music from any of the routes or the cities (although this is probably due to my musical memory in general, which is something I may write about another time). What’s more, I KNOW I am not the only person who can do that.

I associated each place not only with the melody but also the type of Pokémon that were found there, in addition to places in real life where I was when I beat certain gym leaders in the game. (I beat Brock in Hamden, Connecticut outside of a place called Wentworth’s Ice Cream store, for example).

Now how exactly can you apply this to ACADEMIC knowledge?

For one, since I was very young, I associate particular places with other stimuli (they were usually visual or musical). I also associate places with individual customs or landmarks. Flags, obviously, became a big help as well.

This was something that I may have picked up later in in my childhood from edutainment games. Take, for example, the 1990’s versions of “Where in the World in Carmen Sandiego?” (I’ll have you know that they depicted some places I’ve been to in real life, including Yafo in Israel, Gamla Stan in Stockholm, and the Old Town in Heidelberg with not a hint of inaccuracy in the SLIGHTEST. Okay, they probably copied the details from panoramic photos, but whatever). In the games, you not only associate the places with hints that the characters give to you but also the landscapes and the musical pieces that echo the “mood” of whatever place you’re in. (Yafo is going to be very different from San Francisco, and Mount Kilimanjaro is going to be very different from either of those).

The places no longer became lists of places I’ve never heard of, they became places of living people, real places and a culture that I tasted, to whatever small a degree, with the game’s soundtrack (I would say that Israel, Iran, Iceland, Zaire (as it was called then), France and Germany probably have the most memorable musical pieces in that game).

Or let’s take verb conjugations, for example.

For Finnish, I associated them with particular sentences that I heard in songs and spoken by characters in dubs of animated movies or cartoons. In so doing, the grammatical “pains” of Finnish (such as conjugations of verbs, conjugations of the “no” verb [in Finnish, “no” is a verb and you have to conjugate it and pair it with the stem of another verb afterwards], or the relative pronouns [don’t get me started on these!]) weren’t so painful anymore.

In Hungarian, I’m doing something slightly different, in which I’m associating them with sentences from my Anki deck, all of which seem to tell a story by themselves (okay, let’s open up the deck right now and see what I get. Okay…the sentence is … “apám jól van, mint mindig” [Father is well, as usual]. Doesn’t that sentence tell a story by itself? Doesn’t it cause some emotion of sorts to stir up in your heart? When you hear the sentence, you may associate it with a particular “taste” captured in the sentence. Remember that.) No doubt I’m going to head onto what I did with Finnish-dubbed cartoons as well, probably later on down the line…

Here’s probably another point you need to take away: just reading stuff off a page over and over again is NOT LIKELY TO WORK. You have to pay attention to how each element you’re supposed to be memorizing makes you feel.

What words in it resemble things or words in other languages you already know? What sort of story is the word telling? (In many Germanic languages [Yiddish, German, mainland Scandinavian] you “over-set” something to translate it, but in Finnish and Tok Pisin you “turn” it).

Are you learning it with a friend or eating something you really like (or really don’t like) while you’re learning it?

Did a native speaker correct your pronunciation and did you feel embarrassed? Did a native speaker compliment you and make you feel good about it?

These emotional turns are going to cause your memory to go into Jedi mode, which is why immersion in another country (or another area of the country or the city that you’re living in that you haven’t explored), which is very likely to create emotions of all sorts, is such a good idea, regardless of whether you’re a beginner (like I was with Burmese in Myanmar back in May), on the intermediate plateau (like where I sort of am with Greenlandic right now concerning my Greenland mission in October) or fluent (like with Danish in Greenland).

You can also use music to create emotions as well, which is why learning from a song (and a song text) is a fantastic idea as well, even though it may not assist you in conversation at the absolute beginner stage (although no doubt it will help you up your vocabulary count in the intermediate stage and beyond!)

In summary:

  • To develop an encyclopedic memory, know that it is possible. You already have a very good knowledge of at least something, no matter who you are.
  • Associate what you want to learn with “hooks”. They can be anything that evokes an emotion or a visual that may assist with it. Pay attention to what “connections” you can make between what you want to learn and what you already know. Your knowledge base is like a Lego Castle and the more you build on it the more opportunities you’ll have to link things.
  • Use hooks of all sorts.
  • If something’s not sticking, feel free to expose yourself to it multiple times and your brain may come up with a hook eventually. If not, you can stare at the what you want to learn (e.g. a word, a conjugation) and make something silly so that you remember it.
  • Associate pictures or other sentences or tunes with what sort of words you want to learn.
  • Most importantly, realize that ALL humans are capable of this, and you don’t need a “certain type of brain” in order to get an encyclopedic knowledge of things. Just keep working on the hooks and you’ll get asked what I get very frequently in no time. “How on earth to you manage to KEEP SO MUCH STUFF in your BRAIN?!!?”

 

Happy hooking!

20140928_074028

September 2017 Weekend Trip Mini-Mission! (Improving Hungarian + Two Creoles!)

 This in: I’ll be headed to Buffalo, New York this weekend. This is the first time I’ll be back there since two years ago (roughly when I began my teaching career).

The one thing I associate the trip with is very long drives, and this time (given that I’m not going to be driving) I’ve decided to develop a routine to maximize language learning in passive car travel (active car travel, such as when you’re the driver, is another thing with significantly more limits, and it becomes a different animal depending on how many people you have with you, and also if they will tolerate you learning the language there or not.)

I decided that I’ll be filming my next polyglot video in Milwaukee, the only place that I have had consistent memories of since my…infancy.

As things stand, I intend to use the following languages in the video, probably for about thirty second each: English, Swedish, Danish, Norwegian, Tok Pisin, Hebrew, Spanish, German, Finnish, Breton, Pijin, Bislama, Icelandic, Irish, Krio, Polish, Hungarian, Palauan, Mossi / Moore, Greenlandic (Kalaallisut), Guarani, Lao, Kiribati / Gilbertese, Tongan, Trinidadian English Creole and Bileez Kriol.

I have about half of these in very good shape, and the other half I’ll probably only say very simple things. It is also likely that I’ll just do one with my fluent languages before the year is up in ADDITION to that.

This practice really isn’t entirely about that video, however (and I’m likely taking a week off beforehand so that I can hone my pronunciation to ideal heights. Also, I’m putting this out there, I’m going to be coming out with these videos regularly and I literally will not stop until one of them goes viral. I know that I may be subject to a lot of pain and criticism, but we need more global polyglots that genuinely go for rarer languages and we deserve to have be watched by millions. Tim Doner himself became a voice for languages like Hausa and some indigenous languages of Canada, and it would be great if I can do the same with my rarer languages. Words cannot capture how determined I am).

Anyhow, enough of me being lightly arrogant (or am I?)

Let’s detail my goals and my plan. I’ll be improving three languages this weekend: Hungarian, Trinidadian Creole and Bileez Kriol.

 

Hungarian

magyar

Probably the only language I’m working on right now that I want to be professionally fluent in. Sure, being professionally fluent in something like Breton or Gilbertese is cool, but Hungarian means a lot to me because it is one of my ancestral languages. My one living grandparent has memories of Hungarian being used in her family and I want to connect to that piece of my story before it is gone (note to the curious: she herself doesn’t speak Hungarian or understand it, I even wrote “Happy Birthday” on her Facebook wall in Hungarian and she didn’t even recognize the language until I told her.)

I’ve found Hungarian a relief because of the sheer amount of materials both for learners and native speakers. One thing I definitely could do is watch more animated films and cartoons in Hungarian and I really haven’t been doing that, instead focusing more on learning materials. Maybe that’s a bad sign.

Also, the Hungarian Duolingo course is very, very difficult (and I’ve heard even native speakers found it moderately painful to go through). I’m on Level 9 with one-third of the tree completed and I doubt I can complete the course without a notebook. What’s more, that voice is something I’m hearing in my nightmares already. (I’ll go on record saying that the Catalan voice is the worst that Duolingo has, period. It literally sounds like an alien parasite. My favorites among the courses are Vietnamese, Irish and Guarani, in that order)

Goal: Long-term, I want to be able to talk about my life, my job, the Kaverini games, language learning and my family. Short-term, I want to master cases, verbs and the most common 300 words in the language.

Where I am: I have the Colloquial Hungarian book and the audio for the book on my phone, I have an Anki deck of 3,000 Hungarian sentences that are surprisingly useful in demonstrating the grammar. I’ve plugged 17+ hours into Hungarian Mango Languages during my commute (you can play it on auto mode when is helpful if I’m on a crowded subway and I still want to learn things).  I also have a Memrise course with 3,000+ sentences in Hungarian and I’m about 800 sentences in.

In short, I have everything deployed and I’ve begun to see results. I’ve begun to have conversations with some non-native speakers of the language although sometimes I have to slow down.

I tried immersion (with Let’s Play Videos, etc.) and while I’m picking up some vocabulary with them I feel that I can only understand 15%. But the idea that I’m using the language of my ancestors that came to this country in the past 150 years gave me the same warm feeling when I was learning Yiddish, Swedish and Russian.

Tried finding Hungarian music I liked, so far haven’t found anything that clicked…

Plan: Part of me thinks “you’re doing a great job, just keep doing what you’re doing and you’ll be fluent in no time!” But I want to sprint further.

I don’t want to be “manageable”. I want to be great.

To that end, I need to change my routine.

In a car ride, I only have so many things (and made even more complicated by the fact that I tend to get ill when reading in a car).

Luckily, the book will never run out of electricity it doesn’t need.

But what exactly should I do with the book?

  • Study vowel harmony. This is important because I think I mess it up a little bit (For those unaware: Hungarian suffixes will change form depending on the vowel makeup of the word it is attached to. Hungarian uses suffixes to indicate “to”, “in”, “on”, “of”, etc. That’s called vowel harmony, and given how often Hungarian uses suffixes this is not something I can afford to screw up. In Finnish it came by more easily but in Hungarian there are some suffixes with two forms and others with three. Unless you’ve studied a language like this, this probably means absolutely nothing to you and so I’ll stop writing it at this point).
  • Study possessives. Possessives come in two forms in English. We have “my book” and “the book is mine”. Both of these exist in Hungarian. The “my book” is expressed with a suffix and “the book is mine” with a separate word. The possessive suffixes (e.g. letters you put at the end that make the word change meaning to say “this belongs to you / me / us / etc.”) are VERY important in Hungarian because without them, you can’t express any concept of “to have” clearly enough to have a conversation. (Hungarian has no “to have”, it just has “there is my book” instead of “I have a book”)
  • Study relative pronouns. These were an almighty pain in Finnish that I literally NEVER would have learned properly if it weren’t for immersion. For those of you who don’t know what a relative pronoun is: the book that is mine is good. (the “that” is a relative pronoun, saying that it is a pronoun relative to the other elements of the sentence). The only thing I can really say about relative pronouns in Hungarian right now is that I think that they tend to start with the letter “a” somehow.
  • Study transitive verbs. This is a big one. In English we say “I choose you” (totally not think about Pokémon here, I promise!) In Hungarian, the “you” bit is actually expressed to a suffix on the verb. I literally can’t converse without these, so I need ‘em.
  • On top of the book, I should go through the Anki deck and review as many sentences as I can. (I know some people don’t like “turbospeeding” through Anki decks, but with some languages like Tok Pisin I’ve done it with no problem. I’m also probably going to go on an Anki-binge with Hungarian shortly before my trip to Milwaukee, actually. That binge, if all goes according to plan, is more likely to be review).

 

 

Weaknesses to keep in mind: Sometimes my eyes get weakened from staring at screens too much, and sometimes I can’t manage reading in a vehicle for very long. I expect the latter point to be less of an issue if I am reading VERY small bits of information. I can always put the book down and rest. Or use it over the course of the weekend when I’m actually not in a vehicle.

 

 

 

Trinidadian Creole

t n t

I have one (1) book for this language, one that I got as a gift upon recovering from Lyme Disease and moving to Crown Heights in Brooklyn shortly thereafter.

Immersion in Trini Creole has been both easy and hard. Easy because I can understand a lot of it already, hard because Creole is often interspersed with Standard English very often among Trinidadians. (Again, keep in mind that there are those that don’t even consider it a separate language!)

Where am I?

I have excellent vocabulary except for the loan words from Indian Languages. I have a good although not great grasp of every grammatical concept and I understand how the grammar of Trini and English are different.

So what’s my plan?

  • When I have internet access, undergo immersion with Calypso music and Radio and PAY ATTENTION. What sort of verb forms are left out? What words are different from standard English? How do Trinidadians pronounce their vowels and consonants, in both Creole and Standard English?
  • Learn the Loan-Words from Indian Languages. Got a list of them in my book (the Kauderwelsch book which is literally the only learning-book for Trinidadian Creole I’ve ever encountered anywhere). I never heard of any of them before.
  • Master all aspects of grammar with a thorough review by reading out every sentence from your book in the “grammar” sections.

Combined with occasional speaking exercises, I think I could make very deep progress.

Unlike Hungarian, I’ll be using primarily book sources (or, more accurately, book source) for this rather than for a combination of digital and book sources.

 

Bileez Kriol

 Bileez

I literally have no good book for this and what I’m using now is…well…the Memrise course that I have in development (in which I’m writing all the sentences and words from the dictionary published by the Belize Creole Project [Bileez Kriol Projek]).

I’m going to literally have to be a detective and note general patterns in the sentences. Before I go, I should get the dictionary as a PDF on my phone and any other devices I’m taking with me.

Another thing I need to do is read things out loud in the course, otherwise my memory development isn’t going to be as honed.

Where do I stand now with Bileez Kriol? I know pronouns and a rusty form of verb conjugations, but that’s pretty much it. And I’m supposed to be speaking it on camera in less than a month. Great place I’m in!

But given how close it is to Trinidadian Creole, I expect to sprint much in the same way I’ve done with similar languages before (such as within the Scandinavian family and within the Melanesian Creole family).

I may need a notebook of sorts with this. Of all of the projects that I think will take the most effort to succeed this weekend, this one will be it.

Reading resources I found online: the Bileez Kriol Wikipedia Incubator, the Gospels in the language (I’ve only read Matthew and pieces of Mark in English in my college courses), my Memrise course, the dictionary.

And the one song that I’ve encountered so far in the language is probably not appropriate for younger audiences. (For the curious: just put “Belizean Music” in YouTube and see if something in the first few results catches your eye…)

The dictionary is probably going to be my best friend during this time.

 

I’ll let you know how it goes when the week is over.

Wish me luck!

Wesleyan University: A Reflection

Ten years ago today, I enrolled as a freshman at a place of local legend in Middletown, Connecticut.

Here I am today, a long time after that fateful day, and one degree and many, MANY transformations later, I am going to think about how the place and the people there (both the faculty and the students) affected me on the long term.

In short, looking at the journey I’ve undertaken thus far, what part of it was made possible by the red and black?

For those of you who probably stumbled on this page wondering exactly who I am (and who have no intention on clicking the “about” button at the top of the page), allow me to explain: I’m Jared Gimbel, I graduated in 2011 with a High Honors degree in the College of Letters Program and Classical Studies (with a Jewish Studies Certificate side-order).

Right now I do a lot of work with language learning and teaching, primarily with Jewish and Nordic languages (keep in mind that there was no department of Nordic Languages [e.g. Swedish, Finnish, Icelandic] when I was there at Wesleyan and I doubt that there will be in the near future, but I can dream…). I translate from many languages into English, primarily Danish and Yiddish, I have had conversations in 30+ languages over the course of my life and I haven’t even hit my 30’s yet as of the time of writing.

As to the “how many languages” question, I usually have to keep the number artificially deflated lest I encounter skeptics. But in a setting with people from many nationalities, the skepticism never lasts for long…

Most importantly, I’m working on a video game which is like a Pokémon  / Earthbound / Undertale / Final Fantasy set in a cute-cartoon version of contemporary Greenland. Set for release next year “Kaverini: Nuuk Adventures” promises to be a real treat and I and my team promise to deliver!

Okay, enough about me, more about college:

What did Wesleyan make possible for me?

 

  • The Kaleidoscope of Truth

 

Thanks in part to my religious education doubled with high school “teaching to the test”, I had been instilled with the idea of absolute truth, especially in the humanities.

Later on it occurred to me that, much like the kaleidoscope on my father’s coffee table, truth was something that could be adjusted. Much like I spin the kaleidoscope and I get a different image, I can spin the perspective and get a different truth.

The understanding that there is uncertainty in all things is liberating, and it also serves to eliminate limiting beliefs.

What’s more, it also helped me undo the shackles of my religious education that tried to tell me that there is a truth in all things and that it is absolute and genuine (and interestingly, I think the idea of makhlokiot [arguments and contentions] are an essential element of Judaism, something that rabbis I encountered later on in my life, including those at Wesleyan, made sure to deliver to me!)

Any system could be unmade and reconstructed from the bottom up. It taught me how to be a revolutionary, and this blog and my many ideas about language learning would have not been possible without it.

 

  • The Value of Exploration

 

So many people at Wesleyan University, especially the students, were endlessly curious about other cultures, other topics, other fields and were truly willing to try new things.

Granted, thanks to me being more socially conservative then than I am now (I almost never partied in college at all…) I wasn’t an explorer in every sense.

People were willing to look at all details, to make quaint observations, to bring up their life experiences and assist other people on the journey upwards.

At JTS, I didn’t find this exploration present to the same degree. Nor did I find it in Heidelberg as often. The same was true for Hebrew University. It is true that exploration was an essential part of the educational experience in all of these places, but Wesleyan’s curious student body outdid all of them.

I think most people in the world would like to be like that, except for the fact that they have limiting beliefs and low self-esteem that is preventing their true flourishing.

You deserve to flourish. No “I can’t”, no “I won’t”.  I’ll help you.

 

  • The Idea that the Road Less Travelled is Actually the Better Career Choice

 

A lot of insecurity pervaded people at Wesleyan, given how many jokes were told about liberal arts majors and how a lot of us were probably headed to unemployment directly after graduating.

But interestingly, what the education really did (for me, at least) was that it enabled me to become dynamic. It enabled me to see opportunities, not only related to employment and financial gain, but everything else, on a consistent basis.

A lot of people from other universities probably found themselves sucked into more predictable paths. I didn’t. I’m very glad that I didn’t, even though a lot of pain and self-doubt sprinkled the way to my current path.

People on predictable paths don’t tend to shake things up, plainly put. And you, regardless of where you went to school (or even if you didn’t) still have the possibility to live your dream life, just by thinking differently!

 

  • To Embrace a Quirky Personality While Maintaining a Social Contract

 

A lot of people are truly afraid of expressing who they really are. A lot of people at Wesleyan were not afraid of expressing who they really were.

A lot of personality showing is discouraged the world over, especially on the “way up”.

I could have gone somewhere else and become more conformist. I could have said fewer jokes or tried to reference pop culture more often or watch and consume the same media as many other people.

Instead, I decided to emphasize who made me different, knowing that I was the main character of the novel that is my life. I wanted that character to be memorable, funny and an experience-collector. Wesleyan enabled me to come to the realization that it was not only what I wanted, but that I wasn’t alone in wanting it.

The effect of the peer group at Wesleyan University was very, very powerful. And I am grateful for it every day.

 

  • Realizing that Taking in Wisdom from Multiple Fields is infinitely better than narrow focus

 

 

This is a big one, and one that served as a “gift that kept on giving” later on down the line. In my classes, I learned to apply various forms of wisdom from one discipline to another. In my professional life, I can notice patterns in successful projects and apply them in a completely different manner in projects of a completely different nature.

More simply put, even something like successful video game design can teach me about how to be a good teacher (e.g. knowing how the mind works and using that to create a more engaging class).

I took on a lot of projects throughout the years, including:

 

  • Concert Pianist
  • Educational YouTube Channel
  • Let’s Play YouTube Channel
  • Synagogue Cantor
  • Karaoke Master
  • Celeglot (Celebrity + Polyglot)
  • Language Teacher
  • History Teacher
  • Preschool teacher (when I was in Poland…don’t ask!)
  • Translator
  • Video Game Designer
  • Tabletop Game Designer
  • Comic Book Author (Really!)
  • Novelist
  • Blogger
  • Person who draws cute baby seals for a living (Okay, maybe I was joking…or was I?)

You can guess that I got a lot of experiences from all of these. What’s more, I gained wisdom from each and that wisdom strengthened all of my collective projects.d

 

Concluding Thoughts

 

Higher Education serves a sinister purpose at times. It crushed my confidence significantly. It serves to  convince us that we have no choice but to be smaller than who or what we really are. What’s more, some educational systems have poisonous ideas in place to further competition, and the fact that the Dean’s List came to Wesleyan University during my last year was an extraordinarily bad idea.

It serves to create conformity, to really convince you that you’re not good enough and that obedience and learning to think like your teachers is the most important thing.

I’m not going to lie, Wesleyan did have these ills present from Prussian-style education systems as well. A lot of those ills did significant harm to me and continue to do so, but that’s a post for another time.

But hey, grades (whether they’re good or not) and whatever social standing you had in college (whether that was good or not) matter very little to you when you’re a 20+ language hyperpolyglot with the admiration of your friends, community and beyond, so there’s that.

That said, I realize that degrees are very valuable for career-building and connection-making, and Wesleyan did a very good job and minimizing a lot of the necessary evils of our conformist educational system.

What’s more, I wouldn’t have become a truly exploratory soul without the people I met there and the environment fostered there.

And despite everything, I’d like to ask for forgiveness and say thank you.

Wes U

How Similar Are Finnish and Hungarian?

When I was working my way up the Finnish ladder, I got comments from lots of people saying that it was similar to Hungarian, and interestingly when learning Hungarian now, I don’t get the reverse as often (or ever, actually, come to think of it).

So here comes the pieces you have all been waiting for, answering definitively once and for all how similar these two languages really are.

suomi magyar

My Gut Feeling:

I usually tell people that there are grammatical similarities and a handful of words in common between them (not also to mention the similarities in pronunciation and ESPECIALLY syllable stress), but that’s about it.

The Finno-Ugric Languages, which include Finnish, Estonian, Hungarian and the Sami Languages, do include a number of similarities:

  • A lot of cases (in the double digits in all of them, their dirty secret is that most of these cases are literally straight-up prepositions, which for some reason remains a secret to everyone except for those who actually, y’know, study these languages!)
  • No genuine future tense (use auxiliary verbs instead, much like English uses “I will” or “I shall” as opposed to verb alterations undertaken in a language like French. Some languages, like Estonian, use the present to indicate the future with no changes).
  • No he/she distinction (true in all of the Finno-Ugric Languages).
  • No verb indicate “to have” (a lot of languages in the world are like this, in Finnish you use “there is upon me a book” and in Hungarian you would use something like “there is my book” to indicate “I have a book”)
  • The syllable stress is on the first syllable. Always. This actually makes spoken comprehension LOADS easier!

There may be others that I forgot about.

But there are still a handful of words that resemble each other, not also to mention grammatical concepts that exist in one and not the other.

To say “I don’t know” in Hungarian, you would say “nem tudom”. The Finnish equivalent would be “en tiedä”. You can tell how similar these two phrases are just by looking at them.

But if you are expecting an advantage in one of these two languages because you know the other one, keep this in mind:

Finnish and Hungarian have a lot of grammatical similarities, but few words in common.

However, one odd trait that both of them actually do share is influence from Germanic Languages that rubbed off on both (Swedish idioms and loan-words in Finnish, German expressions translated literally into Hungarian. One such example of the later is that you would wish someone a “beautiful thanks” in both German and in Hungarian).

Interestingly Estonian AND Northern Sami ALSO have this trait (Estonian from German, Danish and Swedish and Northern Sami from Norwegian / Swedish). Your neighbors really do rub off on you, suffice it to say.

What’s more, Finnish and Hungarian also share a sense of vowel harmony as well.

What is vowel harmony, you ask?

Well, in Finnish there is a rule that states that all words (excluding a handful of loanwords and proper names from other languages) may contain vowels from one of the two sets of vowels:

There are front vowels: ä ö y

There are back vowels: a o u

And there are ones that can go in any word: e i

Words in Finnish that contain front vowel words MAY NOT contain back vowels (unless it is a compound word with multiple pieces in it). Likewise, back vowel words may not contain front vowels in them. Also, if a word contains only e’s or i’s in terms of vowels, it is a front vowel word.

This means that suffixes in Finnish take two forms, usually (unless these suffixes only contain e’s and i’s in their vowel makeup): you put the front vowel version at the end of a front-vowel word, and a back-vowel version at the end of a back-vowel word. The last noun determines which suffix you add (this is important with hyper-long compound words).

To turn a verb (or any non-question word) into a question, you put –ko or –kö at the end. Olet – you are. Oletko? – are you? En – I am not (or, more accurately I … not, where … is a verb stem put after the word en) enkö? – am I not?

In Hungarian, vowel harmony functions in the same way, and suffixes (including case endings, like in Finnish) will change their forms depending on the vowel makeup of the noun.

This is really funny to see in my Hungarian-translated Facebook, because the translation will determine the vowel harmony status of your name (and the names of your friends) and apply suffixes accordingly.(The Finnish translation worded things, last I checked, so as to avoid declining the names of people or places. Hungarian also avoids this when possible).

In the case of Hungarian (no pun intended), the same rules appear but with more instances of words that appear to violate vowel harmony.

Like in Finnish, suffixes appear in two (or sometimes THREE) forms, depending on the vowel makeup of the word. Like in Finnish, Hungarian has front and back vowels. Like in Finnish, Hungarian only factors in the last element in regards to what variety of suffixes go on the word as a whole.

So, now here comes a big question: If I know Hungarian or Finnish, how much will it help with the other one?

Answer: many of the grammatical concepts will align very, very well. In learning how to put words together, you’ll have déjà vu significantly often. You may even encounter words in common here and there.

But don’t expect to understand a significant amount of the other language, and concerning mutual intelligibility? Forget it. Because Finnish and Hungarian are as closely related as English and Albanian. Sure, there might be some occasional things in common, and they are distantly-related members of the same language family, as well as having similar influences  from nations that spoke similar languages, but aside from that, expect only the smallest fraction of a head-start in regards to vocabulary, and a significant head-start in understanding the grammar (even though the suffixes in their makeup have no resemblance to each other).

Have you had an experience learning any Finno-Ugric Language? Let me know in the comments!