XI.

THE GENERATING VOICE THEORY

Humans are born with physical, biological equipment and the ability
to learn any language. If they are born in China, they learn to understand,
read, and write Chinese. This is the same as with any language in any
country. When we acquire a first language, humans usually use one
hemisphere of the brain. The window of opportunity for learning a
second language, as well as a native speaker, however, is limited.
Between birth and late adolescence, humans can acquire language, even a
second language like a native speaker if there is enough exposure to the
language.
Studies of babies abandoned at birth, and raised by wolves (rare but it
has occurred) shows that these children, if they are adults when found
and rescued, always lack the ability to speak. What sounds they did not
hear in their youth, are forever inaccessible to them in most cases. They
respond in growls but not in human-like sounds. The window of
opportunity was passed when they could have learned to repeat sounds.
Adults can learn to speak a second language, but, usually, they can
not learn it as well a native speaker because some of the sound receptors
that had never been utilized are unable to accurately reproduce the new
sounds. What we never have heard in 18 or 20 years is almost impossible
to reproduce exactly. This is why many schools are supporting the
acquisition of second or third languages at the earliest age possible.
In the study of language learning, Dr. Angel Martorell, the founder of
AMCO, developed a language acquisition learning theory which he calls
the Generating Voice Theory. This theory is based on several concepts:
It is necessary to use both hemispheres of the brain in order to
obtain correctly the code of communication in the acquisition of a
second or third language.
The earlier we learn a language, the better. Waiting to teach a
second language in high school (preparatory) will never obtain the
results of fluidity, smoothness, and comprehension that is
expected.

 When more brain zones are stimulated during language learning

(sounds, songs, games, physical movements, art work, mimicry,
body language, etc.) the degree of comprehension and retention of
the concepts and vocabulary will be greater.
It is necessary to involve the student actively within the process of
teaching-learning so that he/she will acquire the language
naturally and without stress, gradually, being the owner of the
learning, not solely the receptor of what the teacher is saying.
It is necessary for the learner to THINK in the language to be
acquired. This occurs when no translations are provided, and when
the students have activities, games, and experiences using the
language, not only doing learning activities.
If English is the target language to be learned, we need to speak
only English. This facilitates the process of acquiring English.
The Generating Voice is the internal voice that we hear, the
voice in which we think, when we are stimulated, encouraged, and
supported in learning a second language. The natural approach to
learning a language is part of the generating voice. Using the
target language to learn about material, such as science or social
studies, art or music, enhances and strengthens the acquisition of a
second or third language.
The generating voice allows humans to make an instant
acceptation and comprehension of the language reaching the brain.
A physical image on the brain instantaneously is recorded.
Whether the child hears or reads house or casa... the image of
a house/casa appears in the brain, without translating from one
language to another. This instant action is the result of the
generating voice. It is the development of the different codes of
communication in use by the learner that Dr. Martorell refers to as
the generating voice, which is deep within humans learning
processes.
There are on-going brain studies, with educators continually
learning about the language acquisition process. For now we

know, according to the generating voice theory, that when students

are able to create an image in their brain of the spoken or written
words, they understand, without going through the translating
process. Being able to THINK in a language is the ultimate goal of
language acquisition. The generating voice theory is one of the
explanations of this process.
Thanks to the generating voice theory the child establishes codes
of communication in a natural form. Developing warehouses in
the brain, wherein each language and information is stored, not
mixed, and not translated one to another, permits the student to
learn a second language with the same spontaneity and ease in
which he / she acquired the first language.