The publication of the Michel Thomas ground-breaking, all-audio language learning materials has been a publishing phenomenon. Sales of over one million units in just eight years and the universal acclaim his method has excited would indicate that there is a large body of people who want to know more about how and why his method works where so many others have failed. The book will give a brief history of Michel's fascinating life and summarise how he became interested in teaching foreign languages, before going on to look ...
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The publication of the Michel Thomas ground-breaking, all-audio language learning materials has been a publishing phenomenon. Sales of over one million units in just eight years and the universal acclaim his method has excited would indicate that there is a large body of people who want to know more about how and why his method works where so many others have failed. The book will give a brief history of Michel's fascinating life and summarise how he became interested in teaching foreign languages, before going on to look at the experience of learning a foreign language in general and Michel's method of teaching in particular. It examines the barriers to language learning in both the UK and the US, Michel's focus on the role and quality of the teacher rather than the learner, and Michel's core belief that with the right teaching anyone can learn another language quickly and easily. The reader will be introduced to new trends in psychology and their relationship to the way Michel teaches foreign languages as well as examining conventional wisdoms. There follows a detailed analysis of Michel's programmes for foreign language teaching and the implications for schools, colleges and universities if they wish to adopt his methodology and at the same time meet the requirements of the public examinations both in the UK and the US.
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Solity's, The Learning Revolution, is a rather dense, academic analysis of the teaching method(s) developed by the late Michel Thomas. Much of the book consists of stated or implied comparisons of Thomas' methods to currently approved British teaching methods and techniques. Insofar as one may not know or care about these British methods the book will be of limited value.
But in the chapters actually devoted to analyzing Thomas' methods there is much of interest even to the casually interested. And it is well done and smoothly written.
One comment that has been made to me and that I'm too ignorant to address was that Solity may have been taking his own preconceived beliefs and finding them to be also present in Thomas' work. It has also been noted that Solity is an educational psychologist rather than a language educator. That seems appropriate to me given Thomas' own academic background which was almost entirely, I believe, in psychology. One could also note that the publisher of this book is also the publisher of the Michel Thomas audio courses in the UK and appears to have brought out a series of courses intended for use in schools, so the publication may have more than one agenda!
In spite of the above, I heartily recommend this book to anyone who is interested in learning how Thomas' language courses (which are, of course, extremely popular with self learners) function.
