Your Success Is Our Success

My Customer Success colleagues and I are going through language-learning journeys of our own, using Rosetta Stone TOTALe. We’ve all experienced hitting bumps along the way, and we know firsthand how you may feel some discouragement. That’s why we want you to know that with Customer Success agents like us to support you, you’re never alone!

Here’s what our role is:

  • We’re motivators and encouragers, providing a high-energy, enthusiastic, friendly, and supportive environment throughout every step of your language-learning journey.
  • We work with you individually—and, on a broader scale, we can work with your company, organization, or institution, as well—to facilitate making your language-learning goals a reality.
  • We monitor your progress continually, and we proactively reach out in the manner most convenient for you—phone, e-mail, video chat, social media, or other form of communication. How we get in touch and how often is up to you!
  • We congratulate you and provide incentives along the way whenever you complete certain milestones.
  • We’re here solely for you. We address any of your language-learning needs because we’re dedicated to your success!

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  • Caleb

    Note: This comment is somewhat not related to the article, but it is a list of ways Rosetta Stone can improve their product.

    Rosetta Stone has lots of potential, but it can use improvement.

    First thing: Please put grammar explanations and translations in the product. And just put in the section “Answers”. The idea of dynamic immersion is a great idea, but if you don’t understand what they try to communicate to you, you are on your own. I am taking German, and their grammar is complex and one probably cannot infer all the rules of the language through the slides that they show you. Whenever I can’t figure out why they are saying something this way (or whenever I can’t figure out a word), I have to look it up.

    Second thing: Try to customize your language packs for each language (or at the major languages). For example, be culturally relevant. In addition to teaching the German word for a restaurant, please teach the word “Imbiss”. (An Imbiss is the equivalent of fast food, only German.) And there are other German words that you can teach. And try to use more German pictures throughout your lessons when appropriate. (Use common sense and don’t use a German picture for the phrase “The Mexicans dance.” It is okay to use universal pictures for more universal topics that are not specific to Germany, but try to include some German examples, if applicable.)

    Third thing: This should go under second, but this is something that needs to be improved. Do you really think it is appropriate to introduce the dative case in the second unit of the first level of German I? My school doesn’t teach the dative case until the second year of German (don’t know why). I know you customize the software somewhat for certain languages, but there needs to be more.

    That being said, I hope V4 of Rosetta Stone helps minimize some of these problems, and Rosetta Stone has features going for it.

    Sincerely,
    Caleb

  • Andy

    Hello Caleb,

    I hope that my advice may help you. My experience with learning French, using Rosetta Stone, taught me that there are going to be situations where you don’t know what a word means, and you don’t have the context available in that particular example to reason it out.

    However, I dedicated myself to avoiding the use of translation and what I discovered was that later lessons, with greater complexity of meaning, gave me the tools to use what I HAD figured out to understand those problem words when they came back up in the later lesson. The best example I can give would be this, and I use this as an example of a subtle difference in meaning which would be hard to convey through pictures. How would you infer, from a picture of a boy who is pouting while his mother tells him to get on the schoolbus, not just that he does not want to go to school (which you know it’s not because you’ve already learned how to use that relatively simple phrase) but actually that “he would prefer not go to school.” The only way to infer such a subtle meaning, with the use of pictures, is to provide an offsetting example such as a picture next to it which concludes, “…because he would prefer to be playing video games!” The comparison of the two pictures and the common use of that new phrase, “would rather / would rather not”, along with your knowledge of because as introducing a reason, gives you enough contextual knowledge to figure out that the new word for “prefer” has to be describing what the boy doesn’t want to do vs. what he does want to do.

    Figuring out these problem words through your own discovery will help you associate them to a real, intuitive meaning…moreso than translation can ever do. If you want to memorize what the translation of ‘refer’ is, you’ll always rely on calling up an abstract reference when you need it. If you experience natural examples of how the language is used, and connect them to what you see and think about, that word becomes for you part of the fabric of your descriptive language. Have some faith in yourself, try to hold off on looking up a word until you find another example that clues you in. It’s an amazing experience!

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