We can solve such a common problem of the insolvency of the school of communication training in the second language.
Meanwhile, the understanding of the problem can give you confidence in their abilities outside the Russian speaking world. A systemic integral approach to communication that includes the integrated understanding of the “power of confidence”
Trust Communication-Power, allows us to go beyond the boundaries learned in school, ideas about limitations. Fortunately, as humans we have always had a communicative confidence (Confidence Communication, what Communication Trust-Power). Moreover, its rediscovery through the development of a second language gives us an understanding of our own identity and communication, including our first language.
In the process of learning in most cultures communicative confidence is so misunderstood and even ignored that our universal human communicative ability as it shows our mastery of the first language often does not apply to our second language. Why? We succeed in mastering the second language, despite the deep shortcomings of language education in school.
Somehow, through romance, travel, or just one stubborn perseverance we succeed where schooling so often fails us.
For purposes of this article, I will focus on the problem of communicating in English, but the same principles apply to any language, even our native. Today, English occupies pole position as the best candidate to become a universal lingua Franca. Reasons known to all: the dominance of English on the Internet; its role as official language at least in 87 countries; the requirement of possession for all pilots; his position in science; and, most importantly, it is mandatory in almost all schools. In addition, the increasingly global dialogue; in other words, modern technologies allow billions of people much easier and cheaper to communicate with other countries.
Technologies contribute to global openness in 2016 half the world’s population had Internet access, but the percentage of the world with one common international language – English – is much less than1.
At this historic moment only English has the potential universality, a potential freedom from any national and generic constraints to support the urgent requirement of a comprehensive global dialogue with all stakeholders to find universal answers to global problems.
Although in recent history there were other candidates, from French to German and even Esperanto, no other language can compete with the superiority and the global prevalence of English. And this despite his almost criminal confusing and illogical spelling!
However, even with improved education around the world, one global second language may never be, regardless of urgent need. In the case of English it will never happen if the native speakers (like me) will not abandon our role as guardians of the language. We must be willing to give up our power that we have as native speakers of this world language, if we want to develop a more global, incorporating more conversation and understanding.
In the end, English will become a single, global second language only if it will belong to all at once and no one in particular. While we do not, the continued promotion of English around the world, will always be perceived as a kind of imperialist attack the Anglo-Saxon world led by the United States. In my experience, few English speakers realize the depth of his frivolous ignorance and even arrogance in the matter of understanding of the true depth of the riches of other languages and cultures. And I say this as a native speaker born in New Zealand, lived for twenty happy years in the United States, England and Australia! In spite of my global career, and only clash with marriage and career in Germany, which is now my house, opened my eyes to the true wonder of cultural diversity. Thus, many English speakers not only are in the dark about this cultural richness, but also unaware of their ignorance! This has always been and remains blind to the fate of the Empire.
English would be a single, global second language only if it will belong to all at once and no one in particular
The resolution of this cultural ignorance with regard to the development of a single, global second language, is globish (Globish), i.e. simplified standardized English. It uses only 1500 words (with cognates 5000) is exactly the same as in normal English! So, you might even thrill to the prospect of becoming a global citizen with a global second language. Thus, you can stay true to their own cultural roots and to share their values in a global context. I personally look forward to that much more of a rich international conversation!
But more about globice later.
The problem with schools
How do you feel about your current success in communicating in English? If you have mixed feelings, I can assume that you blame your school? Thinking about this, it is possible to find a way out of sub-optimal relations with communication in the second language. My interest here is to support those people who are not native speakers, as not to offend the noble profession of teachers. Before I continue, I want to emphasize my unwavering respect and recognition of their achievements, despite the often far from ideal conditions.
However, many schools are doomed to failure in the communication on “foreign” languages. This problem also applies to many language courses for adults. From schools, we have to expect only one hour of English a day (or even less) in overcrowded classrooms, under the guidance of exhausted teachers of English who are not native speakers and who themselves have little daily contact with English, will not lead to success in real communication later.
In school, your teacher loved, but rather to the fact it forced the system to give you the tests. It was the second language such as English, and you get a test of knowledge of words and grammar. How many words do you know? How well versed in grammar? In most cases the answer was either right or definitely wrong. In other words, educational institutions are mostly used binary materialistic approach to this extremely complex phenomenon which we call communication. On the contrary, in the real world outside the class poor quality of mobile communication is not perceived as “wrong”. It’s just not as good as it could be. We still get some information, although maybe not everything you need. Dialogue as such, it remains a good conversation – it still maintained a certain level of understanding – but in this case it is limited due to the constraints of mobile communications.
Educational institutions are mainly used binary materialistic approach to this extremely complex phenomenon which we call communication
Even if you are lucky to be in a first-class University, professors will give you to make a presentation or may participate in the artificially constructed debate. Based on my communication with professionals and students in more than fifteen countries on three continents, this two-way interaction is the best that can be expected from even the most advanced institutions.
Thus, all of the above can be attributed to “linguistic or language competence”. In my own practice, I distinguish it from communicative confidence, which will be discussed later.
In short, linguistic competence (as I define it here) is that the student can show about words and grammar, while under highly artificial constraints of a school assessment system, which is far from the realities of communication in everyday life.
Such education, of course, is not wrong in itself, but I would argue that it is far from what is actually possible. Students dream of real communication in English, but instead the education of deceiving them with a limited version of the language competence. The schools will promise real communication in the second language, but in reality they offer knowledge about language. To further disappoint all concerned, the gap between school expectations and reality is even more obvious to all, given our delightfully subtle innate human understanding of successful communication.
We all know the real price. We are waiting for the real English communication, just like our first language, but we rarely experience this hum of understanding in real time on English as a second language! Perhaps you remember someone for the first time understood your words in a different language? Weren’t you excited? But at school most people were fooled, and somewhere inside themselves they know it!
I say again, if it helps your self-confidence, blame your schooling in your current insecurity in English!
An integral perspective makes all the difference
In the terminology of the four quadrants of Ken Wilber, we can clearly see a limited focus: the vocabulary belongs to the upper-right quadrant individual exterior the observed phenomena; the grammar belongs to the lower-right quadrant collective exterior structures behind the observed phenomena; and (if we went to a very good school) communication is a practice in the lower-left quadrant collective interior.
Based on my current research, very few schools somehow appeal to the upper-left quadrant individual interior. In other words, schooling does not give value to our thoughts and feelings in the communication process. Teachers usually do not pay explicit attention to our inner awareness of our constantly shared understanding in communication in real time.
Turns out, it’s like trying to make the car go faster by painting it a new color, while not opening the hood and not touching the engine! In the workshop the mechanics that would be crazy, but at school it is the rule and not the exception. If the metaphor is not clear: the appearance of the car is what we can observe, i.e. words and grammar, but the engine of our communication is the mind.
However, how to remove the bonnet on a moving car? How to know our mental state and activity in real time as we communicate in English? In the end we can find ourselves in dealing only in the communication process. It is impossible to detect alone. Fortunately, our own self-awareness is the key.
And even better, this intensive, full of curiosity and innocent at the same time attention is still available to each of us right now. We can come to him through our own contemplation of ourselves in the process of communication or through dialogue with a trained professional, such as a communication coach.
Some people find it hard to imagine the idea of-awareness; how can I understand your own mind in any detail? Some actively resist any discussion or awareness of their inner life. For them, the first square is an unknown country, and their own thoughts and feelings are present only vaguely and remotely. In fact, some even hard to understand what they are thinking at any particular moment! Ask them how they feel, and they’ll shrug. Of course, they will be in the dark about its internal language (s) during a conversation in a second language! In other words, they speak without any real awareness of his ever-changing mental States and language in which to communicate.
To solve this problem, I created a five-minute test (TISL Game), which easily will show any students the languages involved in their own mind during a conversation in the second language. He was efficient, without exception, with hundreds of clients at all levels of English.
This evaluation tool, but it is also very useful for understanding our own learning process.
Participants can see, do they think in a foreign language, or still in their native, or a mix of both. They know that internal transfer is useless for communication in the second language, they try to think in English as their second language, and test TISL allows them to see their current inner reality.
For some, the experience can literally change lives. The first time they understand self-awareness within yourself. This can have explosive consequences! It also has a secondary effect that allows the participant to access tools that change the state of mind in real time. Over time, they learn to optimize your mind for a variety of problems in communication in the second language.
Moreover, I found that due to the highly sensitive observation of each participant for successful intercourse, which was optimized using their own newly discovered using TISL Game-awareness of their ever-changing level of understanding in the second language, many customers have discovered so far unimaginable levels of depth and clarity of life purpose.
We formulate it again in the language of the four quadrants: test TISL can create a feedback loop in real time between high-sensitivity awareness in the quadrant “we” of successful understanding in an unstable communication in the second language and awareness of students of your own mind. They discover that their own big energy coherence (less distraction and more intention) through heightened inner-awareness allows you to make sudden leaps in their linguistic competence. In addition, they discover inner base, deeper than the destructive inner dialogue, often going from school, about their limitations in communicating in the second language.
The goal of communication is mutual understanding, not the correct language
Communication in the second language, like English, is a challenge for most people for a long time. Throughout the process we need to optimize all aspects of communication, beyond the ever-changing access to the words and grammar during conversation. Therefore, we need to very clearly define these other aspects of communication: in other words, we need to include all four quadrants in our communication in the second language. We need to be holistic in the process of communication, just as we intuitively did as young children.
But why do we communicate? As you know, we communicate to reach an understanding with another person. The child is crying because he is hungry and wants milk. He tells about his hunger mother, she understands and responds. The baby sucks the milk and happy with a full tummy.
Thus, communication is mutual understanding between two or more people. It is a system in which all parts, in this case all participants must provide their required contribution.
We all intuitively understand this at the time of contact with children. Without hesitation, we all know how to tailor our language to a young child in front of us. Our vocabulary, speed, pronunciation, complexity and rhythm of change in order to achieve one result: connection with the child, leading to successful understanding. In such example, we observe a surprisingly subtle interaction between the two parties where the adult adjusts to meet the communicative needs of the less competent in communication of the child. Similarly, the goal of successful communication in the second language must be resolved in a systematic way when the more competent (often a native English speaker) must adapt to the less competent.
In my opinion, it is simply unacceptable that a native English speaker speaks with the local accent, without any adjustment, while someone who is not a native speaker, after maybe ten years of studying English must bravely struggle to reach any form of understanding. If any adult can speak slower and easier with a small child, then they can do the same in a respectful way to adults. The attitude of the native speakers of English needs to change, but in the professional sphere and other adult situations this mainly requires persistence on the part of those who are not a native speaker.
We had to demand an English language that is understandable to us. Millions of people have the right English phrases to speak, but they have no essential communicative confidence to do it. Instead, they are silent or completely withdraw from the conversation. Thus, we find that we don’t get any joy or benefit from the necessary language background.
Here we come to the problem of English, the only comprehensive solution which is a simplified form of English called globish. If we want to create true global second language, then they must have everything. Or, conversely, no one! Language can not remain in the hands of native speakers or among the elite of those who is not a carrier, but must be accessible to the majority. The expectations that exist in schools and within elite circles, assume that the goal of teaching English is to speak like a native speaker. But this is totally unrealistic for most students. Native English speakers can easily use at least eleven tense forms to talk about the future! In English more than a million words! But this level of knowledge is neither necessary nor attainable for many students in the world. However, institutional expectations remain the same; you will never reach the goal, and you will never have the right to speak until you will improve your language proficiency to the level of the media. Of course, with the students, which in fact never reach the goal, it is a very profitable long-term business model for the language schools!
Individual and cultural effect is the shame and silence of the majority from the elite minority. Then the majority starts to look for other ways to occupy their place in the world; through silence, disagreement, a small language Association, or even, God forbid, communicating in the language of weapons and war. Sure, I don’t even need to mention the importance of friendly international intercourse in our time. Never enough, if it remains only at the level of political leadership. Now we have the Internet-technologies that allows you free to contact with any part of the world. What a miracle! Only through an appropriate and comprehensive global conversation, using modern communication technologies, we can reduce the risk of further conflict in many countries.
Individuals must be able to communicate with other individuals in every country, not only with a very small elite, and globish can achieve this.
So, globish is a simplified standardized normal English, but with only 1500 words (derived words to 5,000) and only six times. It is used when there is a need, and, of course, instantly dropped to the side when possible more complex English or other native language. However, globish is not only the language, but it can be considered as one of the emerging human rights. As soon as this understanding grows, the less competent can feel the ability to require globes and more competent will feel the pressure of social expectations of accession. I use the concept of “human rights” (“Human Right”), because globish requires this kind of communicative expectations that people could speak English that what they have now.
The aim should always be greater international understanding, instead of the perfect correctness of the English language for some, but the international silence for the majority.
Let us now turn our attention to the majority of politicians and lawyers. They are almost always fluent in vocabulary and grammar. They can choose many different ways to convey his statement. But does this mean that we always believe them? Of course not.
Thus, linguistic competence, as such, does not guarantee the success of communication.
We see that success in communication requires one more factor: credibility.
We must believe in ourselves and believe in our statement. Every distraction, every doubt or stress in dealing jeopardizes the chances for a good result.
Thus, the most successful communication in a second language, especially considering the limitations of our linguistic competence also requires a holistic and authentic confidence. Of course, this applies to any communication, but especially to communicate in the second language.
There are other conditions for successful communication. We also need the ability to listen.
If we can’t listen, you’ll soon discover that fell out of the conversation. We need to listen so well to our partners believed that we listen to. However, we can listen to only when really present in the conversation.
If we are distracted, our audience notices it immediately. We must decide to be part of the conversation.
To listen, to be present, but how? Do we have to lose yourself in full concentration on the words of our partner in conversation? Maybe, but it’s not consistent long-term solution. No less important is to listen to themselves; I’m distracted, or tired, or experiencing other difficulties? First and foremost, we need in ourselves to listen to our deepest innate willingness to communicate or to learn to communicate. If we realize this, then we can listen without any form of prejudice or bias. If all this sounds too complicated, please note that this proactive communicative innocence is also available to you right now.
We have in ourselves to listen to our deepest innate willingness to communicate or to learn to communicate
To summarize, communication in a second language all four quadrants need to attune in accordance with the intended communication, and this communication should be considered in a systematic way when all the participants have to be ready to adjust your communication style. These factors play an even more important role in the often difficult task of communicating in a second language and, therefore, benefit substantially from our own optimal-awareness in real-time.
At the beginning and end of communicative confidence in the first place
In just a few hours online or personally, we can rediscover our own main talent in communication.
After re-opening this confidence is always consciously available. It is not a feeling, not an action, but is deeply rooted fact about our true nature as human beings.
Again, it must be true, otherwise it would be impossible to learn any language.
This confidence allows us to take the first step. Only then begins the journey to linguistic competence. Even in relation to our first language, we know that our expressiveness, and pronunciation are constantly changing. Our linguistic competence changes depending on the level of energy or pressure social situation such as a job interview or a business meeting, or our first date with someone new.
So imagine how much more drastically affected our competence in the second language, such as English. It’s like skating on thin ice; we always risk to be misunderstood and fall through the ice.
The solution is to practice awareness in this time of our ever changing language competence, combined with an attentive relationship with our own constant and unchanging underlying communicative confidence.
Perhaps all this sounds too theoretical. To fend off such an impression, I uploaded on YouTube some of my accomplishments, at this point thirteen largely distinct from each other languages. This is proof of my statement about the possibility of a simple conversation in any language without any training in vocabulary and grammar. This approach works! You heard right; no prior vocabulary and also no English during a conversation! I hope to soon do the same in Russian. And objective proof is that a native speaker confirmed that this in fact was the only conversation in that language. Until I realized it was all in Georgian, Arabic, Japanese, Maori, Chinese and many other languages. You can watch my video channel Mo Riddiford on YouTube.
I show that strong connection with our natural innate communicative certainty is enough, even in the case of zero linguistic competence!
Mo Riddiford communicates in Sinhala language using Communication Trust-Power
Summary of the integral approach to communication in a second language
Thus, we can see that the integrated approach to communication in a second language much more effective, as it relies more on the reality of communication. The integral approach, of course, includes the vocabulary and grammar, but also superior to the old approach. He focuses on the goal of communication: understanding in real time.
Integrated approach to effective communication in a second language requires the following:
- vocabulary, but presented in a realistic context, involved real communication (“I”quadrant and the “we”quadrant)
- grammar, but almost always presented in for short periods as part of the real conversation (“they”quadrant and the “we”quadrant)
- the practice of genuine personal communication (“we”quadrant)
- discussion of successes and failures in communication in the present tense (observation in quadrant “we” the processes quadrant the “we” in “we”quadrant)
- most important, self-awareness and subsequent optimization of our internal processes during communication in the second language (experiencing “I”quadrant in the “I”quadrant)
- finally, discussion of our own internal processes together (observation in the “we”quadrant for the “I”quadrant)
After fourteen years of working with clients I call it “the integral approach to be English” (Integral BE-in-English Approach). But it can be applied to communicating in any language, even our own. And of course, as always, others in the group or an experienced professional can greatly help us to optimize our minds for a serious challenge, which is the communication in the second language.
The initial purpose is the rediscovery of our innate human communicative confidence. You have mastered your first language, right? The same is possible for a second language. This re-opening leads to the ultimate goal: “bulletproof communicative confidence” (Bulletproof Confidence Communication).
It is here that we feel the ability to conduct any conversation on English as a second language, in all circumstances, in spite of our sometimes very limited access to our English vocabulary.
In short, we can say that we finally got to the house and speak English as our second language.
Imagine that you are traveling to New Zealand.
On the last day of your amazing holiday bee bite your tongue.
The pain is monstrous, your tongue starts to swell, and you’re getting very sick because of allergies. Then you get in your plane and fly home. Upon arrival to his hometown on your best friend calls you to see how was the flight. At this point, you literally can’t speak! Your language has become so big that it hardly fit in my mouth! Therefore, your linguistic competence in a conversation is reduced to zero. At this point you can’t speak their native language!
So here are my questions:
- Will you doubt that you are a carrier your native language?
- If you will start to feel that are no longer part of this group of people?
Based on my communication with hundreds of customers, the answer is always the same: whatever happens, we never doubt in our native language identity and abilities. Why? Because our communicative confidence in our first language is more profound and permanent than any external confirmation.
The same bulletproof communicative confidence available to you in English.
So, realize your inborn communicative confidence, which precedes any language. Then your success in the second language, such as English, will increase significantly!
