Coogan S. Rencz and Dr. Mentor-Cynthia Hallen, Linguistics

Informing ourselves through comparison is a natural process. We seldom make decisions without comparing a few options. We evaluate the quality of everything from artistic techniques, to computers, to pets based on comparisons. Through the humbling process of trial and error we learn from our mistakes. We learn to evaluate the causes and effects of our conduct, habits, and our desires and choose the best action for every situation.

A native born German girl is taking a Chinese class at Brigham Young University. English is only her second language, but the errors she makes in Chinese are typical of native English speakers, not native German speakers. An American Student studying Arabic understands the complex Arabic grammar not in terms of his native English, but through his knowledge of Italian grammar. Both students give an example of education through comparison. German, Chinese, Italian and Arabic have very few connections, so these students could not learn strictly through similarities in grammar and vocabulary. They learn, in part, through comparing the languages they wanted to learn with the standards of languages they had already studied. It is often said that as difficult a language can be to learn, subsequent languages studied will be easier to master. A study through comparison language manual capitalizes on that idea and gives those people who desire to learn a third language a unique resource.

The format for the text is simple. Using English as a neutral language of instruction, dialogues and short stories are presented with translation into three distinct languages; in this case, French, German, and Italian. The vocabulary, grammar, and syntax of each translation are then broken down in terms related to the other languages. Differences between the languages are laid out in a very hands-on manner, facilitating study and implementation of the rules of the new language. My task was to organize and write this manual. My goal is to market it.

Organization was fairly easy. There are hundreds of language manuals available on the market, and the best among them follow similar patterns. My manual was designed to have practical application, like textbooks used in the average 101-102 college level courses, plus the layout, look, and resources of popular marketed textbooks. Each chapter has a theme, such introduction, or eating out. In college textbook style, the dialogues follow the adventures of three characters as they study different languages. The later, more advanced chapters in the book feature the dissection of popular fairy tales, such as Cinderella, Snow White, and others. Each chapter introduces new rules of grammar, and new lists of vocabulary. As they say, you cannot always translate apples for apples, so I did encounter some difficulty organizing grammatical elements into each chapter, as it is sometimes difficult to render a simple French phrase into a simple German phrase within corresponding grammatical borders. In those cases, I relied heavily on the skilled help of native speakers, who helped me create an accurate and readable text. Where necessary I encouraged the reader to look ahead in later chapters for specific rules.

There are supplemental notes in the back of the book which deal exclusively with the grammar of individual languages. There are also charts depicting the conjugation of common verbs, regular and irregular. These are designed as a quick reference tool not presented in reference to other languages, but they do include page references for chapters that discuss those comparisons. Similarly, there are separate dictionaries in the back of the text. The dictionaries are simple, showing just the equivalents in the other languages (plus English) and no definition. An exhaustive dictionary would have been larger than the text had I been more explicit.

Marketing is the next phase of the book. I am currently speaking with Pearson Publishers and their subsidiary, Pearson Hall. I intend to promote the book as a tool for those who wish to learn a third of fourth language. It is still accessible for all readers, but with this emphasis it creates a unique niche for itself.

My project is turning out as hoped but is not yet complete. It still needs work with the dialogues and I have found difficulty in harmonizing the “Fairy Tales” sections of the book. Stories of that nature tend to lend themselves to very different interpretations in different languages. I regret the delay but feel that dedication to quality is the higher goal. This book will find a strong audience, if it is well done. The whole project has been of enormous value to me personally, educationally, and professionally, and I look forward to seeing through to the end