How I Stopped Translating in My Head and Started to THINK in English

The paragraph discusses the challenges of thinking in a second language and the process of translating thoughts from one's native language to English. It introduces a video aimed at sharing tips to help viewers start thinking in English, emphasizing the importance of practice and immersion in the language. The speaker shares personal experiences and introduces a game to illustrate the concept of thinking in English versus translating.

This section delves into the concept of improvisation in language learning, comparing it to the spontaneous nature of thoughts. It highlights the difficulty of keeping up with the pace of conversation when translating from one's native language. The discussion includes the idea that preparation, such as understanding grammar and vocabulary, can lead to spontaneity in speech. The speaker also emphasizes the importance of being present and comfortable with the unexpected in conversation.

The paragraph focuses on the transition from translating to thinking in English. It discusses the role of immersion and deliberate practice in language learning, emphasizing the need for daily practice and the use of English in contexts that interest the learner. The speaker shares an anecdote about a student who improved her English by consciously thinking in the language during classes, leading to more fluid communication.

This section discusses the importance of embracing uncertainty and letting go of the need for constant translation. It draws a parallel between the fear of letting go of a security blanket in childhood and the fear of not translating in language learning. The speaker encourages learners to grow and mature in their language skills by accepting the discomfort of uncertainty and focusing on the process of learning rather than the fear of making mistakes.

The paragraph emphasizes the importance of connecting language learning with personal interests and hobbies. It suggests learning about familiar topics in English to make the process more enjoyable and effective. The speaker also talks about the cultural aspects of language learning and the benefits of understanding native perspectives on various topics. The discussion includes the idea of treating English as a friend and learning about the culture through hobbies and interests.

This section discusses the importance of accepting the early stages of language learning, where one might sound more childish or less sophisticated than in their native language. It encourages learners to be okay with this phase, as it is a natural part of the learning process. The speaker shares a personal anecdote about a successful professional who struggles with English, highlighting the need to practice and gain tools in the new language.

The speaker shares a personal experience of participating in a speaking club where they discussed and debated the topic of St. Valentine's Day. The discussion focused on the question of whether love at first sight exists, with the speaker arguing that what is often felt at first sight is infatuation or chemistry, rather than love, which develops over time.

The speaker introduces the Zettelkasten note-taking method, a German system for smart note-taking. The method involves capturing fleeting thoughts, taking literature notes from consumed content, and creating permanent notes that consolidate ideas in one's own words. The speaker expresses interest in exploring this system further and suggests it as a potentially effective tool for language learners and note-takers.

The final paragraph addresses the common issue of English learners sounding unnatural when speaking. The speaker contrasts the typical phrase 'I need to go to the store and buy some milk' with the more natural-sounding 'I need to go to the store and buy some milk.' The paragraph suggests that fluent English speakers know a secret that helps them sound more natural, hinting at a future discussion on this topic.