
<p>Like every language, English has a past. More than many languages, English has changed dramatically over the years: the language as spoken just a thousand years ago would be incomprehensible to us today.</p>
<p>And it is a pity, because this Old English language has a rich and beautiful literature: from heroic poems like Beowulf, to elegiac poems like The Wanderer or The Seafarer, to historical narratives such as The Anglo-Saxon Chronicle. Yet for most people these riches will remain inaccessible, except through the distorting lens of translation.</p>
<p>The only solution is to learn to read Old English. That is just what this series proposes to teach you how to do.</p>
<p>This series is for you if you want to:</p>
<ul>
  <li>Explore the earliest history of the English language.</li>
  <li>Gain access to new poetic forms and literary devices.</li>
  <li>Open a window into the culture and literature of the Middle Ages.</li>
  <li>Learn to read <em>Beowulf</em> in the original (for why you might want to, <a href="https://interintellect.com/why-read-beowulf/">read this</a>).</li>
  <li>Immerse yourself in the universe that inspired Tolkien’s Middle-Earth.</li>
  <li>Satisfy your curiosity about scientifically informed techniques for learning ancient or historical languages.</li>
</ul>
<h2>Structure and goals</h2>
<p>Over the course of 8 weeks, we will meet weekly to read short texts in Old English together, starting with short prose texts and gradually progressing to longer and more complex texts until, by the end, you will have made a start on Beowulf.</p>
<p>Over the first seven weeks we’ll be reading excerpts from the Old English translation of the Gospel of Matthew. No dragon-slaying in this text, but it does have the benefit of being relatively easy prose that you can find good Modern English translations of without difficulty. Because poetry presents additional challenges, we’ll save it for last: the reading for Week 8 will be an excerpt from <em>Beowulf</em>.</p>
<p>Once you’ve handled that, you will be able to read most Old English texts with the aid of a dictionary and a bit of patience.</p>
<h2>Teaching Philosophy</h2>
<p>The readings will be supplemented with explanations of important historical or grammatical points, but the focus will be on the readings.</p>
<p>The grammar we discuss will be limited to what is necessary: memorization of endings, verb forms, etc. will be kept to an absolute minimum. There’s good research showing that learning these isn’t particularly helpful! Rather, what is important in a nutshell is exposing you to as much of the language as possible (for more on the science behind this, <a href="https://interintellect.com/why-read-beowulf/">read this</a>).</p>
<p>Instead, our focus will be on learning to recognize the types of grammatical changes that occur and the contexts in which they occur in texts, so that you can resolve difficulties when you encounter them in your own reading.</p>


Baby Steps to Beowulf: Old English for Beginners


<h2>Learning Goals</h2>
<p>The <strong><em>Dead Languages Society</em></strong> aims to help us understand the cultures and societies of the past in their own words.</p>
<p>Each cohort, we take a particular ancient language and learn it together by working through a free or cheap textbook together. The textbooks we'll use include historical texts written in the language we're studying, so we'll be reading real material by the end of the course at the latest.</p>
<p>By the end of the cohort, you'll have a working knowledge of the writing system, pronunciation, and grammar of the language we're studying. You'll also learn about the life and times of the people who spoke this language. Finally, you'll have read excerpts from a number of important texts written in the language.</p>
<h2>Structure</h2>
<p>Each cohort of this club will run for 8 weeks. Each cohort we study a different language, but we spend all 8 weeks of a cohort on the same language.</p>
<p>Each week we will meet for 1 hour to work through the material in a single chapter of a textbook (or less, depending on the density of the textbook!).</p>
<p>Any necessary grammar explanations will be provided by the facilitator, who is a linguist – although not an expert in any of the languages we are studying.</p>
<p>In between our meetings, we will be able to use the forum to ask questions and do optional practice exercises.</p>
<h2>Who Should Sign Up</h2>
<p>This club is for people who are curious about the past and want to learn to speak its language(s). It is not intended for experienced students of the language that we are studying, who will likely find our pace quite slow!</p>
<p>No linguistics knowledge or language learning experience is required, although if you have any of either, it will be welcome.</p>
<ul>
  <li>If you're a more experienced language learner, you can use this club as a framework and accountability group, doing plenty of reading and exercises between sessions.</li>
  <li>If you have more of a casual interest in the language, you can simply follow along during the meeting to get an appreciation for the language and its history.</li>
</ul>
<p>So, in conclusion: Do you want to know what <em>Beowulf</em> sounded like? Do you want to read the <em>Ramayana</em> in its original Sanskrit? Do you want to check the accuracy of the <em>Daode jing</em> translation on your nightstand? Would you like to learn to tweet in Sumerian?</p>
<p>If you said yes to any of these questions, <strong>this is the club for you!</strong></p>


Dead Languages Society


<ul>
  <li>Do you have trouble learning other languages because their textbooks assume a background in English grammar you don't have?</li>
  <li>Do you freeze up at the mention of a relative clause?</li>
  <li>Do you wonder why people get upset at "split infinitives"?</li>
  <li>Do you get writing back covered in red marks on sentences that look perfectly fine to you?</li>
  <li>Were you born into one of those generations in English-speaking countries who were simply never taught grammar in school?</li>
</ul>
<p>If so, this is the course for you. Over four weeks, we will give a thorough, linguistically sophisticated tour of English grammar in a fun and low-stress environment. You'll learn the nuts and bolts of how English works and what makes it unique. We'll dive into controversial aspects of English grammar (<em>less</em> vs. <em>fewer</em>, the passive voice, singular <em>they</em>) and help you come to an informed opinion about them.</p>
<p><em>In the event that the class does not have sufficient enrolment by the start date, it will be refunded in full.</em></p>
<h2>Syllabus</h2>
<h3>Week 1: Return to Conjunction Junction</h3>
<p>This week you'll learn to untangle the knots that most of the discussions about grammar tie themselves into. You'll learn to distinguish grammaticality from formality, and look to at "Standard English" as simply one variety among many different Englishes, albeit one that society will reward you for using. We'll also outline the high-level structure of English grammar, and you'll learn about our old friends, the parts of speech.</p>
<h3>Week 2: "Verb" and Other Four-Letter Words</h3>
<p>This week we'll examine the mighty verb, the one part of speech that virtually no English clause can do without. You'll learn how to describe the changes in form verbs undergo to express various subtle changes in meaning. Among other things, you'll learn how the present tense doesn't always describe the present, the past tense doesn't always describe the past, and the future tense doesn't even exist.</p>
<h3>Week 3: The Power of Noun</h3>
<p>This week we'll turn our attention to the noun and its friends (including articles, adjectives, and pronouns). You'll learn the different subtleties these words can express. For example, why does <em>He's the shit</em> mean something different from <em>He's a shit</em>? How about <em>He's shit</em>? You'll also learn what is so magical about pronouns and you'll even hear the story of so-called singular <em>they</em>.</p>
<h3>Week 4: Rebel Without a Clause</h3>
<p>This week we zoom out to the level of the clause and the sentence: you'll learn how clauses combine to create longer, more complicated sentences. You will learn the various strategies English uses to manage new information in a sentence, including every automated grammar checker's worst enemy: the passive voice.</p>
<h2>Who Should Sign Up</h2>
<ul>
  <li>Native speakers of English who want to gain confidence talking, writing, and thinking about grammar, <em>or</em></li>
  <li>Advanced non-native speakers of English who would like to understand some of the subtleties of English grammar</li>
</ul>
<h2>Who wouldn't enjoy this course</h2>
<ul>
  <li>Linguists (you'll be bored)</li>
  <li>Beginner or intermediate-level speakers of English (we'll be going too fast)</li>
  <li>People who want to complain about other people's grammar (you'll be disappointed)</li>
</ul>


English Grammar: The Missing Course


<p><em>Wouldn't it be cool to invent your own alphabet? A unique form of calligraphy all your own? A script for one of the cultures in a world that you're building? Do you have a conlang that is crying out for a way to be written?</em></p>
<p>If you've ever asked yourself questions like these, <strong>Inventing Alphabets</strong> is for you. This course is a guided introduction to the practice of creating original writing systems as well as a grand tour of the anthropology, history, and linguistics of the world's writing systems.</p>
<h2>Course Goals</h2>
<p>By the end of this course, you will:</p>
<ul>
  <li>Have invented an original writing system for a language of your choosing (could be a conlang!)</li>
  <li>Understand the organizational principles which govern writing systems.</li>
  <li>Have become aware of the diversity of the world's existing writing systems.</li>
</ul>
<h2>Course Structure</h2>
<ul>
  <li>Students: <strong>10</strong></li>
  <li>Length: <strong>2hr sessions x 6 weeks</strong> (taught live over Zoom)
    <ul>
      <li>4 lecture sessions</li>
      <li>2 workshop sessions (space for Q&#x26;A and working side-by-side on your own writing systems)</li>
    </ul>
  </li>
  <li>Technical details: you can use whatever medium you like to create your system (either digital or using paper), as long as there's some way to show us what you've been working on! :smiley:</li>
</ul>
<h2>Syllabus</h2>
<h3>Week 1: The Origins and Development of Writing</h3>
<p>The goal of this class is to get you acquainted with how writing works and where it came from. First, we'll disentangle the ideas of language and writing: these things are distinct but related, and related in interesting ways. Then we'll explore the origins of writing. We'll look at the material, social, and economic environments in which writing first arose, and how these things influenced the shape of early writing systems. We'll end with an interactive exercise to explore the effect of writing material and technology on the visual aspects of writing systems.</p>
<h3>Week 2: The Structure of Writing Systems</h3>
<p>The goal of this class is to introduce you to the internal structure and logic of writing systems, using the Latin alphabet (the one you're reading right now) as an example. We'll look in more depth at the many ways in which writing relates to language. Then we'll introduce the different organizing principles that the writing systems of the world use which we'll be delving more deeply into in the second half of the course. We'll end with an exercise to develop an alternative alphabet for English or another language.</p>
<h3>Week 3: Workshop Session 1</h3>
<p><em>Workshop sessions are a combination of co-working, show and tell, troubleshooting, and office hours.</em></p>
<h3>Week 4: Writing Sound</h3>
<p>The goal of this class is to introduce you to the families of non-alphabetic writing systems that nevertheless represent sound: these are the <strong>abjad</strong>, <strong>abugida</strong>, and <strong>syllabary</strong>. We'll be looking in depth at three systems: the Hebrew abjad, the Devanagari abugida, and the Cherokee syllabary. The class will finish with an exercise where we try to adapt the alphabet we made last time into an abjad, abugida, or syllabary.</p>
<h3>Week 5: Writing Meaning</h3>
<p>The goal of this class is to introduce you to the family of <strong>morphographic</strong> writing systems, systems which primarily encode minimal units of meaning (i.e. <strong>morphemes</strong>) rather than sound. We'll look at the ways these systems manage the complexity of representing all the morphemes in a language, when the number of morphemes in a language has no upper limit. We will use as our examples Chinese characters, Egyptian hieroglyphs, and cuneiform. Finally, we'll end with an exercise to add some morphographic elements to one of the writing systems we've worked on in previous weeks.</p>
<h3>Week 6: Workshop Session 2</h3>
<p><em>Workshop sessions are a combination of co-working, show and tell, troubleshooting, and office hours.</em></p>
<h2>Who Should Sign Up?</h2>
<p>This course requires no linguistic training, knowledge of any languages but English, or artistic prowess. What it does require is a spirit of curiosity and play: <strong>curiosity</strong> because you'll be learning a lot about how people have written things across time and space, and <strong>play</strong> because you'll be experimenting, brainstorming, sketching and revising until you've made the writing system of your heart's desire.</p>


Inventing Alphabets


<p><strong>What is the nature of the relationship between language and thought</strong>? Or, put another way, does language constrain, influence, or merely express thought? Sometimes known as the Sapir-Whorf Hypothesis, the idea that we might be limited in what we can <em>think</em> by the languages we speak has provided fertile ground for scientists and philosophers, not to mention authors of science fiction. Whether and how language influences thought has been one of the most controversial questions of modern linguistics. And it remains unresolved to this day, as new evidence continues to amass from experimental work in the cognitive sciences.</p>
<p>This course is an introduction to the debate: we will examine the various positions advanced over the years, the evidence used in their arguments, and, in the end, what is at stake for our conception of ourselves as rational beings.</p>
<p>Our grand tour will take us through:</p>
<ul>
  <li>The linguistics of the movie <em>Arrival</em></li>
  <li>Orwell and Newspeak</li>
  <li>Borges and the "Celestial Emporium of Benevolent Knowledge"</li>
  <li>The "22 words for snow" meme</li>
  <li>Cross-cultural differences in categorizing time and space</li>
  <li>Colour naming universals</li>
  <li>The gender of bridges</li>
  <li>The Pirahã controversy</li>
</ul>
<p>This course is structured around reading key texts in the evolution of the debate. Since this is a profoundly interdisciplinary debate, the works we will be reading and discussing come not only from linguistics, but also anthropology, psychology, and cognitive science.</p>
<p>The readings have been chosen at a level where they are accessible to an educated lay audience. Any more technical details necessary to understand the material will be fully explained in class.</p>
<h2>Course Goals</h2>
<p>By the end of this course, you'll have a thorough understanding of the debate over the relationship between language and thought.</p>
<p>You'll learn:</p>
<ul>
  <li>the main positions that have been taken in the debate and the best arguments for each</li>
  <li>the historical development of the debate and its relationship to larger intellectual trends</li>
  <li>what is at stake for our understanding of human nature</li>
  <li>what is at stake for society at large</li>
</ul>
<h2>Structure</h2>
<p>The course will meet once a week on Zoom for two hours. This is a seminar-style course, which means that, each time we meet, we will review and discuss the week's topic, using a selected reading as a jumping-off point.</p>
<p>There will be one reading assignment every week, which should not take more than 2–3 hours to complete. It is important to complete the reading before class so that we can all be on the same page for the discussion.</p>
<h2>Syllabus / Schedule</h2>
<h3>Week 1: Language, thought, and why it matters</h3>
<p><strong>What is the nature of the relationship between language and thought?</strong> This question has been the subject of heated scientific debate for almost a century. By the end of this class, you will understand the most common positions taken in this debate, what sorts of evidence has been used to argue for these positions, and the implications of these positions not only for our understanding of language but of human nature and society as well.</p>
<h3>Week 2: Whorf and the anthropological tradition</h3>
<p>The so-called Sapir-Whorf hypothesis did not emerge from a vacuum. It comes out of a larger anthropological tradition. In this class, we'll trace the genealogy of the concept of linguistic relativity from Humboldt, through Boas, and finally to Sapir and Whorf. We'll also look at what Whorf actually believed – does it match the pop-science version of the "Sapir-Whorf hypothesis"? Along the way, we'll see where the "22 words for snow" meme comes from and examine what a Hopi physics might have looked like.</p>
<h3>Week 3: The universalist consensus and the cognitive revolution</h3>
<p>In the middle of the century, the intellectual tide turned with the "cognitive revolution". Thanks to the work of Noam Chomsky, linguistics played a central role in this revolution. The cognitive revolution brought along with it the idea that minds are fundamentally alike by virtue of their innate cognitive capacities, and the language and thought debate shifted in a decidedly anti-Whorfian direction. For many of these scholars, language was merely a way to express thought, which operated in its own language, called "The Language of Thought" or "Mentalese". This class we'll examine the arguments for and against this position.</p>
<h3>Week 4: Neo-Whorfianism and the re-emergence of the debate</h3>
<p>In the 1980s and 1990s, the universalist consensus came to an end and a new form of linguistic relativity came back onto the intellectual scene. This "Neo-Whorfianism" was fuelled by new experimental work and new linguistic theories. In this class, we'll look at this work through the lens of the experimental study of colour naming and perception, which has seen much of the fiercest debate between universalists and relativists.</p>
<h3>Week 5: The Pirahã affair</h3>
<p>No discussion of the relationship between language and thought would be complete without a discussion of the most famous language used to argue against the universalist position: Pirahã. The Pirahã language has been argued to lack many features thought universal to language: e.g. numbers, colour terms, and embedded sentences. But is the story so simple? This week we examine the case for and against Pirahã exceptionality, and discuss what it tells us about the relationship between language and thought.</p>
<h3>Week 6: The contemporary dimensions of the debate</h3>
<p>This week, we finish our class by surveying the current landscape of the language and thought debate. Experimental research into the effect of language on thought is an active area. What are the major positions you'll find argued for in the literature of the last 20 years? What evidence are these positions based on? We'll look at several major studies to give you a flavour of what's going on now, focusing on two topics: space and gender.</p>
<h2>Who Should Sign Up</h2>
<p>No academic background is required. The readings are all aimed at non-specialists.</p>
<p>If you're interested in the nature of language or the human mind, this course is for you.</p>


Language and Thought


<h2>Course Goals</h2>
<p>This course is a hands-on introduction to making constructed languages (or <strong>conlangs</strong>) as a creative pursuit, taught by a linguist and experienced conlanger. The course also serves as an introduction to linguistics, but instead of learning the material in a dry, lecture style, you'll learn it all by doing. By the end of the course, you'll not only have created a language of your own, but you'll also have the ability to repeat the process and create whole worlds full of languages.</p>
<blockquote>
  <p>Colin is an absolute genius, a patient teacher, and a thrilling linguist.</p>
  <p>
    He encouraged our cohort to explore unique directions and was able to facilitate everyone’s different ideas. Throughout the course, Colin brought each of our projects from a handful of lip-and-tongue noises to a complex, beautiful, and unique language. I hope to take another course with him soon!
    —Jake
  </p>
</blockquote>
<h2>Length / Commitment</h2>
<ul>
  <li>Length: 6 weeks</li>
  <li>Classes: 2-hour live workshop sessions
    <ul>
      <li>These are live sessions but are recorded for you to review if you need to miss a session.</li>
    </ul>
  </li>
  <li>Homework: Approx. 1 hour per week</li>
  <li>Also includes:
    <ul>
      <li>Course textbook written by me, Colin (~90pp)</li>
    </ul>
  </li>
</ul>
<h2>Syllabus / Schedule</h2>
<h3>Week 1: Introduction</h3>
<p>What is a language and what does it mean to construct a language? In this session you’ll learn enough of the basics of linguistics to figure out what we need to do to make our first conlang. We’ll use this knowledge to break the task into chunks and set up a logical progression which will guide the rest of the course. Finally I’ll send you away with a mission to find a spark of inspiration for your first language that will guide you throughout the process.</p>
<h3>Week 2: Sounds</h3>
<p>What gives a language its unique sound? In this session, you'll learn about the range of sounds made by the languages of the world. You'll also learn a system of classifying sounds and use that information to create a palette of sounds for your language to draw on.</p>
<h3>Week 3: From Sounds to Words</h3>
<p>In this chapter, you'll learn how to combine sounds to make words according to a blueprint that you'll develop for your language. This is where your language starts develop its unique flavour.</p>
<h3>Week 4: From Words to Sentences</h3>
<p>This session is about going from your language’s first words to your language’s first sentences. To do this, we’ll learn the different strategies languages use to package meaning into words. Then we’ll learn about the different ways languages express relationships between words. This will give us the tools to start making sentences.</p>
<h3>Weeks 5–6: A More Powerful Grammar, Parts 1 and 2</h3>
<p>In these sessions we will start to increase the expressive power of your language by introducing the many things you can do with sentences that are not so simple. You'll learn thrilling grammatical strategies for adding additional details about when, where, and why something happened. You'll marvel at the ease with which you'll be combining sentences – ok, look: it's hard to write a captivating description of grammatical topics. But trust me, we'll have fun making your language capable of doing more.</p>
<h2>Artifacts</h2>
<p>By the end of the course, you will have created a set of core reference material for a new language:</p>
<ul>
  <li>A short guide to your language, including information on spelling, pronunciation, as well as how to form words and sentences.</li>
  <li>A small dictionary for your language</li>
  <li>A translation of a short fable (&#x3C; 100 words in English)</li>
</ul>
<blockquote>
  <p>
    I must say I was really curious before we started the course - and all of my expectations went completely fulfilled. I think the course is really well structured as a sort of path that guides the student through the basic steps of building a conlang. At week 0, I knew nothing about conlangs and in just two months I got to write a sample story, how exciting!
    —Sandro
  </p>
</blockquote>
<h2>Who Should Sign Up</h2>
<p>This course is for you if you:</p>
<ul>
  <li>Have a creative project you'd like to make a realistic language for (e.g. authors, game designers, worldbuilders).</li>
  <li>Want to learn to conlang as a creative pursuit.</li>
  <li>Are curious about linguistics and want to learn it in a fun and creative way.</li>
</ul>
<p>But it's probably not for you if you...</p>
<ul>
  <li>Are an experienced conlanger (this will be too basic for you).</li>
  <li>Are most interested in making a planned language for international communication (i.e. an auxlang).</li>
</ul>
<h2>Requirements</h2>
<ul>
  <li>No linguistics background is assumed.</li>
  <li>You'll need a Google account to participate in shared Google Docs/Sheets.</li>
</ul>


Language Construction Workshop

<p>Learning a second language: Many people attempt it but few accomplish it. Despite the wide variety of books, apps, and courses promising fluency with little effort ("in only 15 minutes a day"), most language learners do not achieve their goals. But there is lots of research studying how language learning works and how to do it effectively. Unfortunately, few language learners are aware of it.</p>
<p>Let's fix that. This course is an accessible introduction to the science and practice of language learning. You'll learn:</p>
<ul>
  <li>How to select materials for language learning (and which kinds to avoid!)</li>
  <li>How to use language learning materials effectively</li>
  <li>How to manage motivation throughout the language learning process</li>
  <li>How your needs change as you progress from beginner to intermediate to advanced</li>
  <li>How to learn multiple languages at once (and whether you should!)</li>
  <li>How a little knowledge of how language works can save you a lot of time</li>
</ul>
<p>In short, this course provides you with a toolkit of knowledge, techniques, and mindsets you can use over your lifetime as a language learner.</p>
<h2>What You'll Get</h2>
<p><em>Meta-Skills for Language Learning</em> is a self-paced online course divided into 5 modules</p>
<ul>
  <li>Audio lessons with transcripts.</li>
  <li>PDF worksheets.</li>
  <li>Access to live monthly Q&#x26;A session</li>
</ul>
<h2>Structure of the Course</h2>
<h3>Module 1: Why most language learning resolutions fail</h3>
<p>In this module, you'll learn the answer to the question: <strong>Why do so many language learning resolutions fail?</strong> We'll talk about why we learn languages, and how your reason for learning a language affects how you go about learning it. We'll also highlight some unsuccessful strategies for learning languages and why they don't work. We'll discuss some assumptions people often bring to language learning and show you which are legitimate and which are false and unhelpful. Finally, I'll show you how to take an inventory of your language learning practice as it is today and use it as a starting point to build a new one.</p>
<h3>Module 2: The science of how we learn languages</h3>
<p>This module introduces the results of the last few decades of research in second language acquisition. We now know a lot about how language learning works. And it turns out that it's not much like the way most people go about learning languages. I'm going to bust language learning myths, and replace these myths with science-backed knowledge.</p>
<h3>Module 3: Spending your time and money wisely</h3>
<p>In this module we will use what we learned in the last module to review different types of language learning materials and methods: from formal classes and private tutors to conversation partners, textbooks, and apps. Along the way, you'll learn why <strong>the best apps for language learning aren't language-learning apps at all</strong>.</p>
<h3>Module 4: The language learning mindset</h3>
<p>This module introduces a factor that will make or break your language learning success: your mindset. I'll teach you practical techniques for working within the constraints of human psychology: techniques for maintaining motivation, fighting burnout, and keeping your love for language learning alive. I'll teach you <strong>the counterintuitive way you can keep your progress steady by doing less</strong>.</p>
<h3>Module 5: Creating your language learning roadmap</h3>
<p>In this final module, we'll taking what you've learned in the previous modules and apply it to your own language learning practice. We'll also discuss some special situations you may find yourself in, such as:</p>
<ul>
  <li>learning dead languages</li>
  <li>learning less-commonly taught languages, and</li>
  <li>learning multiple languages at the same time (including the age-old question <strong>how to learn Spanish and French at the same time without mixing them up?</strong>)</li>
</ul>
<p>Finally, you'll create a new language learning roadmap you can use to guide you over the coming months and years of your language learning.</p>
<h2>About Colin</h2>
<p>Colin Gorrie is a linguist and experienced language learner. He has been learning languages for 25 years and has spent a decade studying how language works. In this course, he joins his theoretical background in linguistics with his practical experience as a learner of many languages to give you the tools to get you making progress in your target language – and start having fun – once again!</p>
<h2>FAQ</h2>
<blockquote>
  <p>Is this course suitable for someone who has never learned a language before?</p>
</blockquote>
<p>Yes, this course is perfect for someone who wants to get start their language learning journey on the right foot.</p>
<blockquote>
  <p>Is this course suitable for an experienced language learner?</p>
</blockquote>
<p>If you are an experienced polyglot with a string of language learning successes under your belt, this course will likely be too basic for you.</p>
<p>However, if you've been learning a language for a while, and you feel frustrated with your lack of progress, this course will be able to help you.</p>
<blockquote>
  <p>Do I have to be learning a commonly studied language like French or Spanish?</p>
</blockquote>
<p>No, these techniques will work for any language – even dead ones! I'll show you how to adapt these techniques and apply these strategies to less-commonly taught languages as well.</p>
<blockquote>
  <p>Do I have to be available at a particular to take part?</p>
</blockquote>
<p>No, this class is completely asynchronous and self-paced.</p>

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