Percy's Studyblr

Hello! I'm mostly here to hold myself accountable for my return to self-studying foreign languages. I am currently focused on studying Japanese and Chinese, but I've previously dabbled in French, ASL, JSL, and Korean, and would love to eventually try those out again!

[uncle-sams-dirty-socks]

Here’s what we’re NOT gonna do. We are not going to point to leftists and say this is their fault. We are NOT going to say people didn’t vote hard enough. Harris ran a bad campaign constantly capitulating to the right, and refusing to motivate voters with populist policies.

You know who we can blame? The people who voted for him. Every man who voted against women. Every white person who voted against black and brown people. Every cis person who voted against trans people. Every straight person who voted against gay people. They are to blame. Not leftists, not Palestinians, not our allies.

We are not going to give up. We lost the election. We lost a lot of elections. Stay strong, we’re going to get through this. We need to stick together, and not let fascism win.

[percystudyblr]

Hello again??

We are back with a whole degree, a name change, a late AuDHD diagnosis, and a full-time job that I'm incredibly burnt out on.

I pretty much stopped existing on here once I finished my Associate's degree and had to move on to finishing my Bachelor's degree, and then largely just lost any motivation to continue studying post-graduation (partially because of my full-time job and partially a bit of disappointment in being waitlisted for graduate school). But we are starting off the New Year here because I'm deeply afraid of losing all of the progress I made in getting my Japanese degree since I haven't really used it since graduating outside of the occasional local cultural festival. Prior to starting my degree program, I think running this blog was really useful for keeping myself focused on studying and holding myself accountable for accomplishing my goals, so now that I am back in a position of self-studying, I feel like I need that support again.

Currently I am focused on brushing up on my Japanese skills. I don't think I improved all that much in my final years of university due to the pandemic, so I'm hoping to revisit the content I was studying during that time, and then hopefully work through some more intensive intermediate lessons.

I would also like to start studying Chinese. I picked up a love for Chinese culture and history in my last couple of years of university, but didn't have the time to pick up any classes, so I would like to officially start studying it (though I'm not planning on my Chinese study sessions being as intensive as my Japanese ones).

So I will likely be using this space to continue sharing my progress at somewhat regular intervals again. And maybe I'll start talking about some of my other academic interests on here as well? I did pick up a minor in anthropology, and also have a deep love of history and film studies.

[unbotheredmuse]

[percystudyblr]

Actually me, incredibly drunk, at my friend’s party insisting on keeping my Japanese streak two weeks ago 

[studentlifeproblems]

[darlingsweetprince]

that’s called an associates degree

the point of a bachelors degree is to give you a well-rounded education, to give you new experiences and new frameworks from which to think from - the goal of four year higher education is to give you the tools to be a good citizen, someone who can think critically and has a broad base of knowledge from which to draw from in order to make informed decisions (coincidentally this is also the goal of public school - to exist in a functioning democracy you must have a educated population - but y’all are the same people complaining that you’ll never use geometry or literary analysis iN rEaL lIfE)

don’t fall for the neoliberal bullshit which says that the only value in education is a job

and don’t get me wrong a bachelors degree is not for everyone (although i do believe everyone deserves the opportunity, free public university all the way) but don’t pretend it’s the only option

but what we’re really not ready to talk about is that y’all look down on people who get associates degrees even though they’re literally what y’all are bitching and moaning to have - you’re not better than people going to a community college or technical school

[kata4a]

she babel on my tower till I ἐπιούσιον

[warau-okami]

All about Japanese Particles The function of Japanese particles Japanese particles are small words that indicate relations of words within a sentence. They follow other words such as nouns, verbs, …

List of 188 Japanese particles with meaning / usage

は (wa)Indicantes the topic of a sentence

か (ka)At the end of a sentence indicating a question

が (ga)Indicates the subject of a sentence

に (ni)Indicates a location

の (no)Indicates possession

は (wa)Indicates a contrast between 2 items

に (ni)Indicates time or frequency

へ (e)Indicates direction

を (wo/o)Indicates the direct object of a verb

と (to)Used to connect and list up multiple items

や (ya)Used to connect and partially list up multiple items

など (nado)Used with や (ya) to partially list up multiple items

も (mo)means “too”, “either”, “also”

も (mo)both…and…, neither…nor…

に (ni)Indicates the indirect object of a verb

に (ni)Indicates the surface of a object where some action takes place

で (de)Indicates the location of an action

と (to)Together with

の (no)Indicates an apposition

から (kara)Indicates a starting point in time or place

より (yori)Indicates a starting point in time or place but more formal than kara (20)

まで (made)Indicates a limit on time, space or quantity

くらい (kurai)Indicates an approximate amount

ほど (hodo)Indicates an approximate amount

ばかり(bakari)Indicates an approximate amount

で (de)Indicates a means or material

か (ka)Indicates a choice or alternative

を (wo/o)Indicates a point of departure

を (wo/o)Indicates a route of a movement/motion

に (ni)Indicates a point of arrival

に (ni)Indicates an entering motion

に (ni)Used together with a verb to express a purpose

と (to)Used when quoting someone

と いう (to iu)Indicates the name of something

とか (toka)“something like”

で (de)Indicates a limit or scope

と (to)Indicates a comparison

より (yori)Indicates a comparison

より (yori)Indicates superlative

くらい (kurai)Indicates a comparison

ほど (hodo)Indicates a comparison in a negative sentence

か (ka)someone, something

も (mo)“nothing”, nobody”, nowhere” if used with an interrogative word

に (ni)Used with a verb to indicate a change or choice

をする (wo/o suru)Expresses an occupation or position

でも (demo)Indicates emphasis

でも (demo)Together with an interrogative word it means “anything”, “anyone”, any time”

で (de)Indicates a cause or a reason

から (kara)Indicates a source such as a giver, a cause or material

に (ni)Indicates a person who gives something or who provides a service

は (wa) + が (ga)Indicates the relation between an object / subjects and a verb or adjective

が (ga)Connects two sentences with the meaning “but…”

を (wo/o)Used with an verb expressing emotions, it indicates the cause of this emotion

で (de)Indicates a state / condition of something

で (de)Limits numbers

だけ (dake)Indicates a limit on things or amounts

だけ (dake)Indicates a limit on an action or state

で (de)Indicates the time of completion or expiration of something

でも (demo)Following a noun, means “or something like this”

も (mo)Emphasizes in a positive or negative way

でも (demo)Indicates two or more items as an example of a larger list

ばかり (bakari)Indicates that an item, state or action is a single one

ばかり (bakari)Indicates an action was just completed

ところ (tokoro)Indicates that an action takes place, just took place or is about to take place

が (ga)Indicates the subject of subordinate clause when it is different from the subject of the main clause

から (kara)conjunction meaning “after” or “since”

ながら (nagara)Indicates that an action is happening simultaneously

が (ga)Indicates the subject of a relative clause

の (no)Indicates the subject of a relative clause

から (kara)Used as a conjunction and indicates a cause or reason

ので (node)Indicates a strong reason

の (no)Indicates a modified pronoun

の (no)Used to nominalize verbs & sentences

なら (nara)Used as a conjunction and indicates a supposition or condition

なら (nara)Indicates a topics and is used as an alternative to wa (No.1)

と (to)Indicates a condition that results in an inevitable outcome

ば (ba)Used as a conjunction to express a probable results

ばいい (ba)“all you have to do…”

ば (ba)Used to enumerate two or more actions or states

たら (tara)Used as a conjunction, indicates a supposition or condition

たら (tara)Used as a conjunction to indicate that one action takes place before the action described in the main sentence

ところ (tokoro)Used as a conjunction to indicate a condition that brings about a discovery

ても (temo)a conjunction meaning “even if”

ても (temo)Used with a set of contrasting verbs and adjectives

ても (temo)Together with an interrogative word it means “no matter what/where/who”

ては (tewa)Indicates a condition which will bring a negative conclusion

のみ (nomi)Indicates a limit (similar to だけ　dake)

まで (made)“even”, used to emphasize

さえ (sae)“even”, used to emphasize

さえ (sae)“if only” or “as long as”

のに (noni)“although”, “in spite of the fact that”

ながら (nagara)“although”, “though”, “but”

とか (toka)Indicates that a list of two ore more things or actions is not exhaustive

たり (tari)List of two or more actions in no particular sequence

たり (tari)Indicates actions or states that alternate

のに (noni)Indicates a purpose or function

のです (no desu)Asks for an explanation or reason

きり (kiri)Indicates a limit to an amount

きり (kiri)Indicates the last time a certain incident occured

とも (tomo)Used with numbers and counters to mean “both” or “all”

ながら (nagara)Used with numbers and counters to mean “both” or “all”

しか (shika)Used with a negative verb to indicate limits on conditions or quantities meaning “only”

しかない (shika nai)used with a verb meaning “to have no choice but to”

し (shi)Used as a conjunction, indicating two or more actions or states

し (shi)Used as a conjunction indicating a reason

とも (tomo)Indicates inclusion

に (ni)Indicates the one acting or the one acted upon

か (ka)Indicates uncertainty about something

か (ka)Indicates uncertainty about a state or reason

だの (dano) Indicates two or more items or actions of a longer list (similar to toka とか)

だの (dano)Indicates a pair of opposite actions or states

など (nado)“something to the effect”

やら (yara)Indicates two or more items of a longer list

やら (yara)Indicates uncertainty

ても (temo)Indicates an approximate limit with the meaning of “at the most”

とも (tomo)Indicates an approximate maximum or minimum

は (wa)Indicates that a number is the higher or lowest limit

と (to)Emphasizes a number in a negative sentence

など (nado)Indicates examples

くらい (kurai)Expresses an extent of an action or condition similar to ぐらい gurai

ほど (hodo)Indicates the extend of an action or condition

ほど (hodo)“the more… the more…”

だけ (dake)“as… as…”

だけ (dake)“the more… the more…”

と (to)“about to do something”, “trying to do something”

と (to)“even if…”, “whether… or not”

なり (nari)“either…”, “whether…or”

なり (nari)“anything”, “anyone”, “any time”

こそ (koso)Emphasizes the word preceding it

こそ (koso)Emphasizes a reason or a cause

ては (tewa)Expresses repetition of an action

に (ni)Joins two or more nouns to indicate a list of items

に (ni)Connects two or more items to indicate a matching or a contrast

にしては (ni shite wa)Indicates a generally agreed upon standard

にとって (ni totte)Indicates an effect or value of a person or thing

について (ni tsuite)“about”, “concerning” something or someone

とも…とも (tomo… tomo)“can’t say whether… or…”

が (ga)“even if”, “whether… or not”

は (wa)Emphasizes contrasting elements

として (toshite)Indicates status, capacity or function

として (toshite)Provides emphasis in a negative sentence

ばかりでなく(bakari de naku)“not only… but also”

だけ (dake) used to express “not only…but also”

のみ (nomi)used to express “not only…but also”

なり (nari)“as soon as”

146がはやいか (ga hayai ka)“as soon as”

やいなや (ya ina ya)“as soon as”

かないうちに (ka nai uchi ni)“no sooner had”, “hardly had”

ばかり (bakari)Indicates the only action left to do

ばかりに (bakari ni)Emphasizes a reason or cause

すら (sura)Emphasizes in the meaning of “even”

など (nado)Expresses a humble attitude towards an item

とも (tomo)“no matter what”, “even if”

ともあろうひと (tomo aroo hito)To express that someone did something not to be expected

どころか (dokoro ka)“far from”, “not to mention”

だけに (dake ni)Indicates a cause or reason

までもない (made mo nai)“there is no need to…”

ものの (mono no)“but” or “although”

ところで (tokoro de)“even if”

けれども (keredomo)Connects 2 sentences meaning “but” or “although”

けれども (keredomo)Indicates a preliminary remark

が (ga)Used to soften a statement or refusal

けれども (keredomo)Indicates a desire

ね (ne)At the end of a sentence to confirm a statement

ね (ne)At the end of a sentence to soften a request or suggestion

ね (ne)At the end of a sentence to indicate a reason or cause

ねえ (nee)At the end of a sentence to indicate emotion

よ (yo)At the end of a sentence to state a strong conviction

よ (yo)At the end of a sentence to articulate a request or suggestion

かしら (kashira)At the end of a sentence to express uncertainty, a request or a question and mainly used by women

かな (kana)At the end of a sentence to express uncertainty, a request or a question and mainly used by men

な (na)At the end of a sentence and used by men to confirm a statement

な (na)At the end of a sentence to express a prohibition, used by men

なあ (naa)At the end of a sentence to express emotion, used by men

なあ (naa)At the end of a sentence to express a desire

の (no)At the end of a sentence to express a question or soften a command, used by women

わ (wa)At the end of a sentence to soften a statement, used by women

さ (sa)At the end of a sentence to indicate slight emphasis, used by men

こと (koto)At the end of a sentence to indicate emotion, used by women

こと (koto)At the end of a sentence to express a suggestion or invitation, used by women

もの (mono)At the end of a sentence to express a reason or excuse

とも (tomo)At the end of a sentence to express an assertion

ものか (monoka)At the end of a sentence to express a negative determination, used by men

や (ya)At the end of a sentence to soften a statement, request or suggestion, used by men

たら (tara)At the end of a sentence to indicate a suggestion or proposal

やら (yara)At the end of a sentence to indicate a rhetorical question with a negative implication

ぜ (ze)At the end of a sentence to add for to sentence, used by men

ぞ (zo)At the end of a sentence to add force to a sentence or to express a question to oneself

[hindisoup]

The constant and recurring struggle of an introverted language learner: reaching out to people to get language partners on high energy days, and feeling guilty when avoiding their messages and requests for voice calls on low energy days when I just want to wrap myself into a blanket and not even think of socialising.

[useless-finlandfacts]

samtaims ai vonder if inglis spiiking piipöl aar eiböl tu riölais thät ai äm äksöli vraiting in inglish rait nau bat tsast vith veri finnish spelling

sou if juu spiik inglish bat not finnish kän juu pliis reblog änd liiv ö komment on tis post tänk juu veri mats

[psychokonfetti]

Sammteims ei wonda iff inglisch schbieking pipel ahr ebel tu rieleis set ei ehm ecktschuli reiting in inglisch reit nauh batt schast wiss währi tschörmen schbelling

So iff ju schbiek inglisch batt nott tschörmen kenn ju plies riplock end lief eh kommänt on dies pust senk ju wäri matsch

[useless-finlandfacts]

tänk juu for joor tsörman kontribjuusson, ai äpprishieit it veri mats. änd it oolsou helps mii tu gräsp tö essens of tsörman äksent

[uselessslovakiafacts]

Samtajms aj vonder if ingliš spíking pípl ár ejbl tu rielajz det aj em ekšuely rajting in ingliš rajt náv bat džast vit veri slovak speling. Sou if jú spík ingliš bat not slovak ken jú plís riblog end lív en koment on tiz poust tenk jú veri mač

[viohra]

Самтаймз ай вондр иф иньглиш спикинь пийпль ар эйбль ту риэлайз дзят ай эм экшуалий райтинь ин иньглиш райт нау бат джаст виць вейрий рашин спеллинь. Со иф ю спик иньглиш бат нот рашин кэн ю плиз риблог энд лив э комент ан дзис пост цянк ю вейрий мач

[sprachtraeume]

Samtæms æ wonda if ínglis spíking pípl ar eybel tú ríalæs ðet æ em ektsuali ræting in ínglis ræt ná bat dsast við veri æslendik speling

so if jú spík ínglis bat nott æslendik ken jú plís ríblog end líf a komment on ðis post þenk jú veri mats

[langsandlit]

Samtaims ai uonder if inglisc spiching pipol ar eibol tu rialais det i em acscualli raiting in inglisc rait nau bat dez uid veri italian spelling. sou if iu spic inglisc bat not italian chen iu plis riblog end liv a comment on dis post tenk iu veri macc’. 

[awelshpolyglot-deactivated20260]

sumtaimes ai wundère eef angliche peepole ar ébl tu rayolize zat i am actualie ritin en angliche rite nau bat dees iz veri french spélling. sau if u speec angliche bat nut french plis cun u reeblog end leev a commant en deez post tank u veri muche

[chaotischkladblok]

somtajms ai wonde if inglisj spieking piepel ar ebel toe riëlais det ai em eksjelie wraiting in inglisj rait nau but djust wif verrie dutsj spelling

so if joe spiek inglisj but not dutsj ken joe plies rieblok ent lief uh komment on dis poost tenk joe verrie mutsj

[rewordfully]

Samtajms aj łonder if inglisz spikink pipul ar ejbul tu rielajs dat aj em akczueli rajtink in inglisz rajt nał bat dżast łif weri połlisz spelink

Soł if ju spik inglisz bat not połlisz ken ju plis riblok ent lif a koment on dis połst fenk ju weri macz

[seductive-celery]

somtaghms aigh bhondar iobh iunglois spíocang píopal ár éabal ta ríalaghs dat aigh eim aicsiúlaí raghtuing in iunglois raght nadh bot diost bhot bhéirí aighris spoiling

sómh iobh dhiú spíoc iunglois bot nát aighris cean dhiú plíos ríoblág eand líomh a camoint án dus póst taenc dhiú bhéirí moit

[allthingslinguistic]

sʌmtaɪmz aɪ wʌndɚ ɪf ɪnglɪʃ spikɪŋ pipl ɚ eɪbl̩ tə ɹilaɪs ðæt aɪ æm ækʃəli ɹaɪɾɪŋ ɪn ɪnglɪʃ ɹaɪt naʊ bʌt dʒʌst ɪn ði ɪntɚnæʃʌnl̩ foʊnɛɾɪk ælfəbɛt

soʊ ɪf ju spik ɪnglɪʃ bʌt nɑt aɪ pi eɪ kæn ju pliz ɹiblɑg ænd liv ə kɑmənt ɑn ðɪs post θænk ju vɚɹi mʌtʃ

[bobcatmoran]

ソムタイムズ　アイ　ワォンダー　イッフ　イングリッシュ　スピキング　ピーパル　アル　エーブル　ツ　リアーライズ　ザット　アイ　エッム　アックシャリー　ライティング　イン　イングリッシュ　ライット　ナオ　バット　ジャスット　ウイッス　ベッリ　ジャパニーズ　スペリング。

ソ　イッフ　ユー　スピック　イングリッシュ　バット　ノット　ジャパニーズ　プリーズ　リブロッグ　アンッド　リーヴ　ア　コメンット　オン　ディッス　ポスット　サンク　ユー　ベリー　マッチュ。　

[vrabia]

samtaims ai uandăr if ingliș spiking pipăl ar eibăl tu riălaiz zet ai em ecșuali riating in ingliș rait nau băt giast uiz a veri rumeiniăn speling. său if iu spic ingliș băt not rumeiniăn chen iu pliz riblog end liv a coment on zis post senk iu veri maci. 

[avocadostealingwhore]

三台麼 愛 玩大 衣服 英理社 素皮請 皮破 二 誒波 圖 日來四 薩特 愛 啊麼 啊可圖啊哩 熱愛聽 音 英理社 熱愛牠 腦 吧特 加色特 五一特 誒 杯理 拆你色 色陪另。艘 衣服 雨 色皮哭 英理社 巴特 耨特 拆你色 看 魚 皮裡色 日一不落個 安的 哩不 誒 口們特 歐呢 紫色 破色特 三可 雨 杯裡 嗎車。

santaime ai wanda yifu yinglishe supiqing pipo er eibo tu rilaisi sate ai ame aketuali reaiting yin yinglishe reaite nao bate jiasete wuyite ei beili chainise sepeiling. Sou yifu yü sepiku yinglishe bate noute chainise kan yü pilise riyibuluoge ande libu ei koumente oune zise posete sanke yü beili mache.

[rubixpsyche]

I was gon say “I’m not smart enough to do this in chinese” and you absolute mad fuckin lad you did it

but also yifu,,,,YIFU,,,, AHSHSHSSH

[teenydancer]

im too slow for this

[petermorwood]

Reblogging with amazement and amusement.

This is when linguistics meets gymnastics. Or possibly origami. :-D

[burntcopper]

Joke’s on you, other languages, English is so inconsistently spelled that we can read any of them except the ones in other alphabets.  Half of learning to read in this language is having a gap where our brain takes a millisecond to take a guess at the pronunciation *this* time.

[deathtoskinnyjeans]

A Twitter Thread from David Bowles:

[Text transcript at the end of the screenshots]

I'll let you in on a secret. I have a doctorate in education, but the field’s basically just a 100 years old. We don’t really know what we’re doing. Our scholarly understanding of how learning happens is like astronomy 2000 years ago.

Most classroom practice is astrology.

Before the late 19th century, no human society had ever attempted to formally educate the entire populace. It was either aristocracy, meritocracy, or a blend. And always male.

We’re still smack-dab in the middle of the largest experiment on children ever done.

Most teachers perpetuate the “banking” model (Freire) used on them by their teachers, who likewise inherited it from theirs, etc.

Thus the elite “Lyceum” style of instruction continues even though it’s ineffectual with most kids.

What’s worse, the key strategies we’ve discovered, driven by cognitive science & child psychology, are quite regularly dismissed by pencil-pushing, test-driven administrators. Much like Trump ignores science, the majority of principals & superintendents I’ve known flout research.

Some definitions:

Banking model --> kids are like piggy banks: empty till you fill them with knowledge that you're the expert in.

Lyceum --> originally Aristotle's school, where the sons of land-owning citizens learned through lectures and research.

Things we (scholars) DO know:

-Homework doesn't really help, especially younger kids.

-Students don't learn a thing from testing. Most teachers don't either (it's supposed to help them tweak instruction, but that rarely happens).

-Spending too much time on weak subjects HURTS.

Do you want kids to learn? Here's something we've discovered: kids learn things that matter to them, either because the knowledge and skills are "cool," or because .... they give the kids tools to liberate themselves and their communities.

Maintaining the status quo? Nope.

Kids are acutely aware of injustice and by nature rebellious against the systems of authority that keep autonomy away from them.

If you're perpetuating those systems, teachers, you've already freaking lost.

They won't be learning much from you. Except what not to become. Sure, you can wear them down. That's what happened to most of you, isn't it? You saw the hideous flaw in the world and wanted to heal it. But year after numbing year, they made you learn their dogma by rote.

And now many of you are breaking the souls of children, too.

For what?

It's all smoke and mirrors. All the carefully crafted objectives, units and exams.

WE. DON'T. KNOW. HOW. PEOPLE. LEARN.

We barely understand the physical mechanisms behind MEMORY. But we DO know kids aren't empty piggy banks. They are BRIMMING with thought.

The last and most disgusting reality? The thing I hear in classroom after freaking classroom?

Education is all about capitalism.

"You need to learn these skills to get a good job." To be a good laborer. To help the wealthy generate more wealth, while you get scraps.

THAT is why modern education is a failure.

Its basic premise is monstrous.

"Why should I learn to read, Dr. Bowles?"

Because reading is magical. It makes life worth living. And being able to read, you can decode the strategies of your oppressors & stop them w/ their own words.

[feraligatr]

ıt has come to my attention that both washroom and kelsey’s are canadian terms and that is the reason this post didnt reach a wider audience

[feraligatr]

ok attempt number #2 for my american followers: 

 me: i need to use the Bathroom 

 waiter: baby you at an applebee’s, shit anywhere

[feraligatr]

shajkldhskjladfhjklsdgkljdaghdsajlkgh

[langblrblunder]

How I Study Languages with Processing Disorders

(disclaimer: I am not diagnosed, but I have my own struggles. I will not defend myself in this post. send me an ask if you care that much, but keep it out of the comments please.)

what happens -> how I deal with it

————–

reading

flipping letters & transposing syllables -> listen to new words with audio; read “aloud” in your head 

you may not even notice when you misread something, but the audio gives you a second chance to catch your mistake. reading “aloud” won’t lessen the number of errors you make, but it should help you identify incorrect words more easily. then you can try to read it again

misreading words entirely -> don’t get hung up on it; take a break if you’ve been studying for a while

recently, I’ve read 二 as 人; puño as palo; and Verhandlung as Verständnis, and these are definitely more than careless mistakes. I don’t know what to say other than to be lienient with yourself. if you’ve been working for an hour, there’s a chance that you just need a break, but if it happens without reason, forgive yourself

simply can’t process the dang sentence -> skip it

you’ve read the sentence. you know that you should be able to understand it. but you just can’t… skip it. if you have to read something 4 times in you native language to get it, reading it 10 times in your TL will only frustrate you. it’s okay to just go onto the next sentence :)

your spelling is shxt -> sorry, I’ve got nothing (please leave comments if you have advice)

listening

just need a second to process -> ask natives to pause; pause whatever your listening to

you probably freeze even after hearing random sentences in your native language because you need to process. let yourself do the same in your TL. there’s no shame in pausing your netflix show because you need a second. also, make sure you know how to ask speakers to wait in your TL

they’ve said it 3 times, and the words still sound incomprehensible -> ask for the sentence to be reworded

this works decently enough for me. I’m not sure why. sometimes asking a speaker to slow down helps, too!

another sensory annoyance is keeping you from focusing -> try to eliminate the annoyance 

ask if you can move the conversation to a quieter room, turn off the lights, get a blanket, etc. if I’m hyperfocused on how terrible I feel, my comprehension goes out the door. allow yourself to feel comfortable

note: try to identify when listening comprehension is a processing struggle versus a language learner struggle. you’ll be better able to accomodate yourself after figuring that out

speaking

your mouth just won’t make the words -> speak slower, find synonyms

say the word syllable by syllable if you can. if you still can’t do it, you can also choose a synonym. (the number of words in my native language that I just can’t even say lmao) 

you realize the sentence you’re saying / just said is unintelligible -> try again from the begining

take a second in your mind to figure out what you want to say, then speak slowly to make sure your brain has the time to process it. I hate this because it makes me feel stupid, but it works… make sure you know how to say “let me try again” or something similar in your TL

my best 2 pieces of advice: forgive yourself & just keep pushing through it.  sometimes no amount of advice is helpful, and I get it. just do your best, and know that you can try again tomorrow :)

[translesbianethics]

[o-sacra-virgo-laudes-tibi]

Maybe if she'd asked first? I mean, we have so little control over the class as it is, maybe she was having a bad day, just ask first.

[theatsymbol-deactivated20210220]

ask to turn around in your own house

[jooshthepunished-deactivated202]

Ask to turn around in your own house

[bloodydroplets]

Be sure to disturb the entire class, stopping the teaching, wasting all that time instead of grabbing the charger sitting right behind you taking you 2.5secs. get that boot out of your throat and try to breathe, hunny

[actualaster]

“Maybe ask first” is great in a classroom setting if you need to disturb other people to get it.  Such as, say, if you need to quickly run to your locker because you forgot it or something, or if it’s buried at the bottom of your bag under stuff that will make a lot of noise as you sift through it to find it.

“Ask first” is more disruptive if you’re literally sitting in your own home where you can just mute yourself if you need to make noise.

There’s no point in causing that much disruption when it will take a fraction of the time and attention away to just do it yourself.

[percystudyblr]

To all of my mutual studyblrs and langblrs, does anyone have good resources to help with picking up differences in Korean pronunciation when learning the alphabet?

[mymodernmet]

Artist Spends 3 Years Hand-Painting the Quran in Gold on 164 Feet of Black Silk

[snorlaxnaps]

The beauty of the written word is once again heralded in an incredible project by 33-year-old artist Tünzale Memmedzade. The Azerbaijani painter spent three years painstakingly transcribing the Quran onto sheets of transparent black silk. The result is a beautifully crafted religious text that demonstrates both devotion and patience.

[stimman4000]

[whitepeopletwitter]

[superunfriendlyreminder]

[guidetodreaming]

One of the most important things I learned in my Language and the Law class is that law enforcement will intentionally misinterpret every type of statement asking for a lawyer as not asking for a lawyer. Even directly saying it like this “I will not speak to you without a lawyer” can be taken as a simple statement of fact rather than a request for a lawyer. You literally have to state “I am now invoking my right to a lawyer” and every time they try to proceed with an interrogation you have to answer every question with “I am invoking my right to have a lawyer present”. You can’t just tell them you won’t talk without a lawyer or that you want a lawyer. You have to state that you are invoking your rights. Otherwise they could just say “well they just said they wouldn’t speak without a lawyer present. That’s not invoking their rights to a lawyer. It’s just stating a fact.” even just stating your right to a lawyer doesn’t count!

[penrosesun]

PLEASE share this addition. I am a lawyer who works in criminal defense, and this is one of the most avoidable things that people consistently get wrong about the Miranda rights.

Here are some more “ambiguous” phrases which courts have found DO NOT invoke your right to a lawyer:

“Maybe I should speak to my lawyer first.”

“I might like a lawyer.”

“I think I should have a lawyer present for this.”

“Could I speak to my lawyer first?”

“How long until my lawyer gets here?”

And perhaps most egregiously – “Get me a lawyer, dawg – ‘cause this is not what’s up.”

Here are the magic phrases which you need to know if you want to invoke your Miranda rights:

1) “Am I free to leave?”

It’s worth asking this even if the answer is obvious. Even if the officer does not let you leave, by forcing them to admit that you are not free to leave, you are creating a record which your attorney can use to prove that you were in custody. Miranda rights only apply if the interrogation is custodial, meaning that police officers will frequently claim that their suspects were “not in custody” to get around their Miranda rights.

2) “I am invoking my right to remain silent.”

Simply staying silent will not invoke your right to remain silent. As absurd as this is, you must explicitly say that you are invoking your right to remain silent in order to invoke that right.

3) “I am invoking my right to an attorney.”

As stated above, you must be not only clear and unambiguous, but clear and legally unambiguous. Don’t get cute. Don’t get sassy. And on the flip side, don’t get intimidated and use verbal ticks to minimize your request. Say the line with those words exactly – say it clearly, and say it once, and then say nothing else.

Because even after you’ve done all this, the police can still try to get you to talk. They’re not supposed to interrogate you, but they’re allowed to make casual conversation, and if that conversation just happens to circle back around to the thing they wanted to question you about, well, that’s really your fault for talking after you said you wouldn’t, isn’t it? Can’t possibly fault the poor officers when you initiated – if you really wanted to have your rights respected, you wouldn’t have talked to them in the first place.

The police know this, and they will mercilessly exploit this loophole. So, once you’ve successfully invoked your Miranda rights, any and all conversation you have with police officers will put those rights back into jeopardy. 

Putting it all together:

Ask: “Am I free to leave?”

If they say no, say: “I am invoking my right to remain silent and I am invoking my right to an attorney.”

And then shut up and do not say a single thing to them for any reason whatsoever until you have actually spoken to an attorney. Yes, even if it takes hours. Yes, even if they start talking to you about something else.

Finally, a very important disclaimer:

I may be a lawyer, but I’m not your lawyer, and I cannot guarantee that what I’ve just laid out here will always work for every situation. We didn’t get to this bizarre and absurd place overnight – we built this ridiculous system piecemeal, by deciding on a case-by-case basis that certain phrases were “too ambiguous” or certain types of questioning weren’t actually questioning at all. The law is still in flux, and is still fundamentally out to get you, and willing to bend plain meaning beyond all recognition to do it. Even if you invoke your rights perfectly, exactly as I have specified above, there’s a chance that your invocation of rights will be disqualified on some new technicality that no one’s even thought of yet – and that’s precisely the problem.

[lemonsharks]

Watch this video: “Don’t Talk To The Police”