Chapter 4
Learning with Native Speakers: Language Tandem Possibilities

Learning with a native speaker is the culmination of your personal lan­guage studies. In the Internet age, there is no longer any de­pend­ency on native speakers available locally.

Powerful communication methods are available to you for a distance lan­guage tandem: Teletyping, PC telephony, video telephony, and the exchange of e-mails and read aloud texts in the form of sound files. If you do not have your own Internet connection, prepare your texts and sound files at home, take them with you to a USB memory de­vice and then send them to an Internet café (or a comparable fa­cil­ity), where you can also make PC calls and video calls as stand­ard.

A large number of possible language partners are available via the In­ter­net, and there are also numerous specialized communication platforms on the subject of lan­guage. Finding the right language partner, however, requires a holistic inner attunement, which must be preceded by a detailed list of personal (fil­ter) criteria if one does not want to waste unnecessary time in the search. Both aspects will be discussed in chapters 5 and 6 which will be published later*. This chapter assumes that you have already found a suitable language partner.

In the following, all basic aspects of a language tandem on site and via the Internet will be discussed.

* Chapters 5 and 6 will probably appear in the course of 2021. (omitted)

Table of Contents Chapter 4

4.1 Recommendations on Language Learning Partnerships

A language learning partnership, also called a language tan­dem, is a two-person learning unit consisting of na­tive speakers (first lan­guage). Its goal is mutual support in the context of the development and expansion of language skills and abilities. The competence of native speak­ers enables a mutual check on natural language skills.

4.1.1 Preparation and Conduct of a Meeting on Site or on the Net General Aspects

Meetings should take place at least once a week, for two hours each, with one hour reserved for each language part­ner. For shorter or longer meetings, a 50:50 time schedule should always be ob­served.

Meetings can be held on site or via the Internet. Public places with seating and writing facilities are ideal, e.g. li­brary areas with seating groups and tables, and cafés and res­tau­rants with sufficiently large tables.

From the very beginning, make sure that you have a bal­anced give and take. There are highly reputable language learn­ers who will call you at 06:00 a.m. if your ap­point­ment is unavoidably cancelled or postponed, so that you have enough time to re-arrange your daily schedule. Still oth­ers try in a parasitic way to claim advance services un­til their work is completed. Such character factors can only be estimated in advance to a limited extent. The pre­para­tory search for and selection of a suitable language part­ner is a holistic undertaking which will be described in de­tail in Chapter 5 and in Chapter 6.(omitted) Always pay attention to a 50:50 time division ratio, make a note of the hours if you go in advance or if you are granted advance payment. Time Coordination for Meetings via the Internet

When meeting over the Inter­net, two time dif­fer­ences must be taken into ac­count, Standard time and daylight saving time (sum­mer time). The time at a particular location can be obtained directly by entering the name of the location and “time”, e.g: Pasadena Texas time. Many place names oc­cur more than once, even within a nation, you may need to enter additional information, such as country and state. Many Internet services are dedicated to the top­ic of time differences.

Find out about “Greenwich Mean Time”, GMT (and the term “UTC”) For example, enter as a search term: [Your town] Time GMT. For example: Freiburg i.Br. Germany GMT. You will then see the difference between your time zone and GMT. For communication with U.S.A. pen pals, you can also take the Standard Central Time as a ref­er­ence point and read it via, for example, to calculate the difference to your local time.

To avoid date misunderstandings, please note that the sum­mer time changeover has been abolished in some coun­tries (for example, Russia) and that it takes place at dif­fer­ent times elsewhere.

In Texas (USA), the change to daylight saving time takes place at a different time than in Germany. If you do not ob­serve this, your language learning partner might assume that you are not on time.

4.2 Pronunciation Optimization through Reading aloud

Prepare your text and meet with your language partner in a suitable place, e.g. on a park bench.

Now read your text over and over again and have your (moth­er) language partner correct it and give detailed rec­om­men­da­tions for pronunciation optimization. This pro­cedure is one of the most effective learning methods.

4.3 Recording Texts on the Computer

Make recordings for yourself or for your lan­guage learning partner. If your lan­guage learning partner has a book (or a text) written in your target language (e.g. Eng­lish) that deals with or teaches your mot­her tongue (e.g. German), you could rec­ord individual chapters and send the respective sound file by e-mail.

Create reference texts for your language partner, read to her texts written in your mother tongue. Larger text units can be joined together in two ways. Recordings can be paused and then continued, or separate re­cord­ings can be made and later merged.

Finished sound files can also be compressed, for example in MP3 format. If the recording files are very

large, it is rec­om­mend­ed to upload them to a (free) file service pro­vid­er so that your language learning partner can download them from there afterwards (also works with encrypted files). For more information, see ection 1.10.1 File Hosting Ser­vices. This is recommended when you have a certain amount of files; check with your email service provider for file size restrictions.

You can also record texts in your target language yourself and listen carefully to them to identify pronunciation op­ti­mi­za­tion needs.

Depending on the level of audio compression, distortions (fal­si­fi­ca­tions) could occur, this also applies to com­pressed PC telephone calls. The frequency range of clas­sic analogue telephony technology may also lead to the loss of certain subtleties.

4.4 Correcting Written Texts

When correcting word processing docu­ments on the computer, one or more cor­rec­tions or options and suggestions can be writ­ten in inserted blank lines and, for better dif­fer­en­tia­tion, be kept in italics or in color through­out. Corrected versions of erroneous word or sen­tence elements may also be highlighted in bold.

Educational institutions such as universities usually give bind­ing guidelines for correction (interline), for example a line spacing of 1 ½ lines for term papers.

Naturally, many good text design or improvement ideas only appear in the mind after the meeting has taken place. Write down these ideas and communicate them to your lan­guage partner as soon as possible. Ideally, of course, you should have the opportunity and time to read through the text in advance.

4.5 Translating together with and without a Computer

Read the section 3.3, “Methods of Translation Op­ti­mi­za­tion”. Always keep several online dictionaries open at the same time, in separate tabs, so that you can make term queries for several services if necessary.

You can easily switch between the individual opened ap­pli­ca­tion programs with the key combination ALT + TAB.

Within your browser, you can switch between the in­di­vid­ual tabs at the touch of a button, under Firefox with (CTRL + TAB), under Chrome or Chromium also with CTRL + Tab, as well as under Microsoft Edge.

The joint translation on site or via the Internet enables di­rect enquiries to be made in the event of uncertainties or pos­sible ambiguities, as well as an immediate check for natu­ral language.

Some programs offer an online whiteboard functionality with which one can draw and write on a common surface dur­ing PC telephone calls or telex dialogues.

4.6 Direct Corrections during Meetings and Walks

Always correct your language partner immediately and sharp­ly, right from the start. Example: You're going for a walk and your partner uses a wrong article: “Guck, das schö­ne Baum.” – “Guck, der schö­ne Baum!” Correct whole sentences and have your language partner re­peat them. Present several possible formulations de­pending on the situation; pay attention to the correct stress (within) the words

Naturally, there are local and regional differences in this respect, but supraregional tendencies often prevail.

Always carry a mini-notepad or piece of paper to write down words and phrases.

Often, recommendations and suggestions about a dis­cussed text emerge into consciousness with a time lag after the respective meeting; they are worth recording and forwarding to the language partner.

4.7 Conversation Training and Preparation of Presentations; Linguistic Expressiveness; Language and Volksgeist (Folk Spirit)

Simulate conversations with conversation partners and presentations with listeners (asking questions, digging in), in your native language and your target language, to determine which words and phrases you need to look up.

Depending on the audience, it requires different comprehensive paraphrases or detours to convey thought processes. Many a German word or linguistic concept, for example, can only be presented in English to a limited extent or not at all. Learning the original language is advantageous when too many facts and concepts are not translatable, but the understanding of a certain (complete) work is strived for as a serious goal.

In some regions of the world there was no external (geophysical) necessity to extend the respective vocabulary by abstract concepts. Consequently, abstract, i.e. non-objective (tangible) facts could (or can) be described in these languages or dialects only to a limited extent or not at all.

Farmers of the colder regions of the earth, for example, were forced to move incessantly along the abstract timeline, practicing basic mathematics: “When should I sow, how much should I sow, when should I harvest?” “What was the weather like this time of year last year?” “What if there was a storm tomorrow?” In general, “What if?” If you can't think your way into the future in a time-based way (or if you are socially underdeveloped), then you drop your garbage on the spot (living and acting as if there is no tomorrow). Time-based thinking allows you to look into the future: what if everyone dropped their garbage in place? Then everything would litter.

In colder regions, an expansion of the language was absolutely necessary in order to be able to express non-physical (time) concepts, to be able to plan ahead and to be able to record mathematical facts (quantities, quantity operations [less, more, etc.]) as well as to record precise spatial locations in language. Protection from the cold and the systematic, planned stockpiling of food, which was essential for survival, forced the development of manual and technological skills. Where these environmental necessities of action prevailed, they led to a precipitation of abstract and mathematical linguistic concepts.

Also abstract concepts like gratitude presuppose the ability to move or to remember on an imagined time axis, to be able to remember a point of time in the past during which good/beneficial things happened to one, by a certain person. Unconscious, i.e. “politically correct” educated people are not aware of these factors and project their own cultural ways of thinking and views onto other cultural groups.

Change and development are of course ongoing, worldwide, but the factors mentioned have had or are having a strong influence on linguistic expression. An American philosophy professor documented these aspects in detail in the linguistic frame of reference, in the Amren article Racial Differences in Morality and Abstract Thinking, Ge­da­li­ah Braun, February 2009. German translation on Mor­gen­wacht, first published on As der Schwer­ter: “Mo­ral und ab­strak­tes Den­ken”.

Where mental processes make it necessary, language spaces are expanded, the linguistic expressiveness, the mightiness of a language, the linguistic power grows. Therefore, with increasing awareness, the FRG-final-phase written German will not last in the long run, since it is only a strongly deformed subset of the actual written German.

The Volks­geist. There are different interpretations of the term Volksgeist, see among others the related German-language article of the culture and science encyclopedia Me­ta­pe­dia* and the German WP article “Volks­geist” resp. the section of the English WP article “Geist”.

According to Ru­dolf Stei­ner, peoples and languages are also shaped by Volksgeister (consciousness folk spirits), according to his description, these are consciousnesses (archangels) assigned to the respective people, which stimulate them, fire them, to deal with certain topics, usually over centuries (see, among other things, (“Die Mis­sion ein­zel­ner Volks­see­len”, [“The Mission of Individual Folk Souls”]). The realizations won thereby in the different peoples are given to the entire mankind. Central information to this topic can be found in the You­tube channel of Axel Bur­kart, among other things in the German lectures Die spi­ri­tu­el­le Auf­ga­be Mit­tel­eu­ro­pas - Teil 7 and Die spi­ri­tu­el­le Auf­ga­be Mit­tel­eu­ro­pas - Teil 6. Of course, these aspects are also reflected in the essence of the respective language.

4.8 Creation of a list of places of interest and excursion destination and video film list to your hometown

As a local resident, you know about the most beautiful places and sights of your home. Create and expand a list or text file little by little, which you can optionally publish on the Internet.

List excursion destinations and places of interest and search the Internet, e.g. on Youtube, for video films about the places you describe.

Your language learning partner will know in advance about special destinations, and she can later refer to impressive video films about places she has visited. Use the great video impressions already created and published by other local people as well as tourists to create a comprehensive link list of special movies.

If you use a word processing file (e.g. with LibreOffice), you can insert hyperlinks to the location topic pages and to the video films and then export the whole document as a PDF file. You can then send this to your language learning partner by e-mail, or publish it on the Internet. When you click on hyperlinks in the text or PDF document, an Internet browser automatically opens in the background to load the relevant web page.

Example of a collection of excursion destinations, theme pages and video films about Freiburg i.Br.: “Freiburg Excursion Destinations and Film Recommendations”.

4.9 Foreword to Chapter 5 (historical, as chapters 5 and 6 have been deleted)

The consideration of internal reality structures proves to be very beneficial in finding a suitable language learning partner. The concepts presented in Chapter 5 are of a worldview nature and may or may not resonate with the readers' worldview.

Superficial approaches to language learning partner search risk wasting huge amounts of time. The authenticity of profiles on language learning sites is not externally verifiable. Some participants claim to be native speakers, even though they are merely passport-Americans, passport-British, passport-Germans, etc., and are not native to the original primary (supra-regional) vocabulary of the respective country, merely have a geopolitical reference, but no native location in the folk soul of the locals. [1][2] When they put thoughts into words, they think in another mother tongue, in another primary vocabulary, belonging to another folk soul; accordingly colored/shaped are formulation, accent and tone melody. In principle, it is certainly possible to formulate several languages naturally and to speak without accent, if there is interest and appropriate learning effort, but probably not by default.

The destroyers of nations and peoples have systematically and forcibly brought about the presently still prevailing state of affairs, so that formal passport holders (in reality company construct affiliation proofs, since unchanged maritime commercial law prevails)[3] no longer have any significance whatsoever with regard to mother tongue competence.

Since all areas of life are interwoven and interconnected, deeper conversations about world events automatically bring out the worldview and political views of the conversation partners. Here, too many diametrically opposed views may prevail.

Such factors cannot be foreseen in an external approach, just as character traits cannot: some language interested people are highly accurate and pay attention to a balanced give and take. Others, on the other hand, exhibit a parasitic nature and request advance payment until they have completed their language work (translation corrections, etc.). A holistic approach is therefore the most effective way to find a suitable language learning partner.

A large part of the concepts described here is based on Jane Robert's Seth material[4], although some aspects have been simplified by the site owner and of course have already been described by a wide variety of authors, past, present and future.[5] Illustrative reference is made to feature films, TV movies and cartoons of the past 70 years, some of which contain excellent introductions to the relevant issues. Numerous authors of the past knew or know about basic reality structures and describe them directly or indirectly in texts and films.

Building on the communication concepts presented here, Chapter 6 will propose an exemplary, holistic “guide” to finding a suitable language learning partner.

[1] English WP article “Heimat”

[2] German WP article “Heimat”

[3] In German: “Geschäftswerdung der Welt- USA” (July 04, 2013), You­tube channel “Conrebbi”.

[4] The Seth material, like countless other texts from the Anglosphere, contains the usual anti-German historical lies, which cannot be discussed in detail here, due to the ban on discussion and defense dictated by force by the occupying powers. The attunement to these is possibly based in unscrupulous marketing opportunism on the part of Seth, Jane Roberts and Robert Butts and/or by (((pressure groups))). The remaining 99.99% of the Seth material is nevertheless of the highest quality.

[5] All levels of time and probability exist simultaneously, but not in the sense of predetermination, as patterns of interpretation and language based on linear-time perception may erroneously lead us to believe; creativity and development are not static and never end.

As of: March 19, 2023

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