Some reviews & results from students that let us record... And testimonials from normal people who struggled with different languages for years or even more than a decade in some cases.

Yves and his Chinese learning story

The Start:

Struggling with speaking after almost 10 years of trying...

The Process:

And progress from November 2023 until end of January 2024.

Final thoughts:

Yves' final thoughts after completing program and speaking Chinese.

Some students love...

These are words of some of our ex or current students after experiencing the process 

Zulma Ferreyra

Hospital Nurse

Speak English? I thought forget it. Not possible for me.

"Before I thought languages are not for me. I struggled with English for many years and thought it's impossible for me, but now I can finally speak English. I still need to work on it, but I can't believe I can speak."

Marcos Perches


For 5 years I wasn't able to speak German, with comprehensible input after about 40 hours I started to have conversations in German

"I had a lot of problems here in Z├╝rich because I couldn't speak German. Suddenly I was offered a position as a Headchef, but only if I was able to speak German therefore I needed to learn it pretty fast and I achieved my main conversational goal."

Juliette Tirado

Head of Sales

My French neighbor got shocked when I started to speak with her in laundry room in French after 2 months of acquisition.

"All my life I thought polyglots have some 'special gene' that they wake up and speak another language, but now I learn like them."

Yes. while it's true that Many Polyglots use Slightly different methods or strategies...

Still, if you listen closely... they all have one thing in common when it comes to fast language acquisition...

3 Important talks from Krashen

Key Points:

1. Why is acquisition more important than learning for fluency and accuracy in language use?
2. How does the ability to acquire language not disappear with age?
3. Why is speaking seen as a result of acquisition, not its cause?
4. How does providing comprehensible input facilitate both fluency and accuracy in language acquisition?
5. Why is the focus on comprehensible input suggested instead of traditional grammatical sequencing in language classes?
6. How would a focus on comprehensible input address the problems with the grammatical syllabus and provide a more effective way of acquiring language?

Last 3 Minutes of this Part 2 are Especially Important to Understand

1. The importance of providing comprehensible input in language acquisition
2. Why is it crucial to create a low anxiety environment for effective language acquisition?
3. How do affective variables such as motivation and self-esteem impact language learning?
4. The importance of language classes in offering comprehensible input
5. Why is it essential for language classes to provide comprehensible input?
6. How can teaching subject matter in a comprehensible way supplement language classes?
7. The importance of promoting autonomy in language learning
8. Why is promoting autonomy in language learning the ultimate goal?

Key Points:

1. Importance of comprehensible input in language acquisition
2. Role of understanding messages and engaging in meaningful communication
3. Input hypothesis
4. Affective filter hypothesis
5. Need for a low anxiety environment for effective language acquisition

Krashen's Highlights

Key Points:

1. Language acquisition is a gradual process where individuals learn a little bit at a time.
2. Vocabulary acquisition occurs gradually, with individuals knowing a large number of words to varying degrees of familiarity.
3. When individuals encounter an unfamiliar word in a comprehensible context, they gradually understand a small percentage of it each time they encounter it.
4. Reading plays a significant role in vocabulary growth, with fifth-grade children reading about a million words a year and understanding 5% of a new word each time.
5. Language acquisition is not an instantaneous process but rather a gradual one where individuals make incremental progress in making words more familiar.
6. Studying a new language can be slow and challenging, but with continued reading and listening, the words that are initially difficult will eventually become more accessible.

Key Points:

1. Acquisition and learning have different effects on language production.
2. Acquired language knowledge is used to form sentences when speaking a language at an intermediate level.
3. Individuals can also use learned rules to monitor and correct their speech before speaking.
4. The process of using learned rules as a monitor is supported by research conducted in the late 1970s.
5. The book "Second Language Acquisition and Second Language Learning" by the speaker delves into the distinction between acquisition and learning and explores their impact on language production.
6. The speaker has made the book available for free on their website for interested individuals to access and explore the research findings.

Key Points:

1. Individuals acquire the rules of language in a specific order, regardless of age or whether it is their first or second language.
2. The order of acquisition is consistent and does not depend on the complexity of the rules.
3. Some grammatical markers are acquired early, while others are acquired later.
4. Knowing a grammar rule consciously does not guarantee fluent usage.
5. Understanding the order of acquisition is important in language learning, and consciously knowing grammar rules has limitations in achieving fluent language usage.

Krashen's Highlights

Key Points:

1. Language acquisition is the natural way of picking up a language through exposure and practice, while learning involves conscious awareness of the rules and structures of the language.
2. Language acquisition is possible at any age, challenging the belief that it is only effective during childhood.
3. The brain has the ability to rewire itself and form new neural connections, allowing for language acquisition even in adulthood.
4. Learning a second language can have positive effects on the brain, improving cognitive abilities and delaying age-related cognitive decline.
5. Motivation and attitude play a crucial role in language acquisition, as individuals who are motivated and have a positive attitude are more likely to engage in language learning activities and persist in their efforts.
6. Comprehensible input, which is slightly beyond the learner's current level of proficiency, is important for language acquisition as it allows learners to make connections between the language they hear or read and its meaning.

Key Points:

1. The comprehension hypothesis suggests that talking is not practicing, but rather the outcome of comprehensible input in language acquisition.
2. The author shares a personal experience from the 1970s where they tried to teach English to a child using a traditional approach, but it was ineffective.
3. The child eventually started speaking after five months of listening and receiving comprehensible input, emphasizing the importance of input during the silent period.
4. The current approach of allowing learners to have a silent period and ensuring they receive comprehensible input is more effective than other methods.

Key Points:

1. Language acquisition requires input that is both comprehensible and interesting which is a challenging task.
2. Researchers at the university have conducted studies and developed theories on how to achieve comprehensible and compelling input.
3. Implementing these theories in the classroom is difficult.
4. The main challenge lies in making the input both comprehensible and compelling, especially for students at lower levels of language proficiency.
5. Traditional schooling often provides input that is comprehensible but not interesting.
6. Casual conversations may be interesting but not comprehensible.
7. Many researchers at the university have provided input that is neither comprehensible nor interesting.