Thanks, Glasgow 2026

What a week and a half it’s been at the Glasgow 2026 Commonwealth Games!

As you’ll know, I’ve been an enthusiastic convert to – and massive advocate for – volunteering since Birmingham 2022. It’s such a fantastic way to give a little back and gain a real sense of community in return. And for language geeks, international events like the Commonwealth Games bring that wonderful world of diversity right to the doorstep.

It’s wise to expect the unexpected at these things, of course. I thought I might get the chance to say karibuni (welcome) in Swahili, or chat a little in French with francophone athletes in Glasgow.

But in fact, it was my tiny bit of Welsh that got an outing in and around the venues. Team Wales had a ton of supporters cheering the competitors on, so croeso! (welcome), diolch yn fawr (thanks a lot) and un… dau… tri… (one… two… three… – for taking group pics, of course) came in surprisingly handy! And isn’t it the best feeling when you say a few words and see those smiles of surprise in return? It makes all that dabbling worthwhile, even if you’ve learnt only a handful of words.

Gwen, the Welsh Dragon—possibly my favourite Games pin of all!

The other big language surprise came from among my fellow volunteers. Of all things, one of them spoke Norwegian fluently – cue a fun wee conversation on shift. And then there was the fab bus convo with two delegates who spotted me doing Duolingo: we ended up comparing notes on the languages we were learning.

That’s what happens when lots of lovely people come together for the big, lovely shindig that is volunteering. Like-minded souls, you might call us. Although everyone here has been equally lovely and also wonderfully different.

Glasgow 2026 has been an absolute ball. It’s made me want to keep spreading the word: if you get the chance, give event volunteering a go. It’ll open up your world!

Beyond the Novelty: The Sustained Impact of Song-Based Instruction in Language Learning

Music in the language learning classroom is not a new concept, and there’s lots of anecdotal evidence for its positive effects. But  it’s also not the easiest thing to test empirically, as you can imagine. You might see a spike in interest briefly in class, but it’s harder to show concrete academic growth over time with something so subjective.

However, a robust quasi-experimental study published in Brain and Behavior provides a more rigorous look at the data. The researchers investigated both the immediate and sustained effects of song-based lessons, offering practical insights into how multimodal approaches function over time.

The Methodology

The researchers conducted an eleven-week study involving 200 elementary-level EFL learners. To ensure internal validity, intact classes were assigned to either a control or an experimental group:

  • The control group received traditional instruction aligned with their standard curriculum (I know, what a shame for them!)
  • The experimental group covered the exact same instructional objectives and content, but their lessons were integrated with age-appropriate English songs.

Data were collected at three distinct time points: a pretest, an immediate post-test, and a four-week follow-up assessment.

The Findings

The inclusion of the delayed follow-up measurement is where this study proves its worth, moving the conversation beyond short-term performance gains. The results demonstrated that the experimental group significantly outperformed the control group across three interconnected constructs:

  • Academic Development: Learners receiving song-based instruction showed enduring improvements in their core language skills, including vocabulary growth, comprehension, and linguistic accuracy. Crucially, these academic gains were largely maintained at the follow-up stage.
  • Cognitive Engagement: Rather than simply entertaining the students, the musical input facilitated sustained attention, mental effort, and active participation. This aligns with multimodal learning theory, which posits that integrating verbal and auditory channels can enhance attentional focus and memory formation.
  • Motivation for Learning: Grounded in Self-Determination Theory, the findings indicate that song-based activities effectively supported learners’ psychological needs for autonomy, competence, and relatedness. This resulted in higher intrinsic and extrinsic motivation, an effect that also remained stable at the four-week follow-up.

Practical Implications

The data present a clear, solutions-oriented takeaway for curriculum design. Song-based instruction functions as a highly effective pedagogical catalyst: it enhances motivation, which in turn increases cognitive engagement, ultimately driving sustained academic development. Perhaps it’s something many of us knew – instinctively!

And perhaps it’s a call to bring music more into the centre stage, rather than in a minor support role. Music can be relegated to the role of a peripheral, affective ‘ice-breaker’ in language learning. But when implemented systematically, emotionally engaging, multimodal input can produce long-term, solid language gains.

Happy Commonwealth Games 2026 – Enjoy The Languages, Glasgow!

A busy one this week, as many of us in Scotland (and beyond) are preparing for the Commonwealth Games in Glasgow, either as volunteers or visitors. The 2026 edition of the games will be filling the city with sporting joy from 23rd July to 2nd August.

And there’s a language connection there, of course – I couldn’t hide my enthusiasm at that very fact when it was Birmingham’s turn to host the Games in 2022. A huge number of languages are spoken across the Commonwealth, with some countries hanging on to a staggering level of linguistic diversity. Nearly a thousand languages are spoken in Papua New Guinea. Nigeria has over 500. India with over 400, Australia breaking 200, and Cameroon at nearly 300 round off the medal table.

Some of those, of course, will be represented by athletes and spectators coming to Glasgow. It’s a lovely thought to think that the event might bring Arrernte, Hiri Motu or Fulfulde to the streets of the city.

As for me, I’m looking forward to a couple especially. There’s Greek, obviously, thanks to Cyprus. We should hear a fair bit of Swahili about, with visitors from Kenya, Rwanda, Tanzania and Uganda. And francophone countries are in the mix too, with Canada, Cameroon, Mauritius, Vanuatu, and of course, Rwanda again. I’m a little giddy at the thought of hearing Maltese, too – not one I’ve ever tried to learn, but I’ve had a vintage copy of Teach Yourself Maltese on my shelf for years that wants to persuade me otherwise!

And as well as all the Scots, of course, there’s a wee treat for Gaelic speakers and learners – BBC Alba are covering the games in the language.

If you’re in Glasgow, have fun listening out for those languages. And wherever you’re following the fun, have a wonderful Commonwealth Games 2026. Find out more at the official site!

Open Textbook : University-Grade Language Resources for Free

You know I like a language freebie. And this week, I found out about a brilliant free resource from colleagues involved in the project. It’s called the Open Textbook Library, and it offers a practical, structured approach to sourcing course materials without the hefty price tag.

What Are Open Textbooks?

Open textbooks are complete, peer-reviewed academic books published under open licences. This means they are free to read, download, and adapt for your own teaching and learning. While the initiative initially aimed to address the high costs of higher education textbooks, it has grown into a comprehensive academic repository. The library also now features a dedicated UK & Ireland Collection, curated by university librarians.

The Language Learning Angle

For language learners, the library offers a solid, structured alternative to expensive commercial courses, with the reassurance that they’ve been put together by subject experts. The Languages section contains university-level course books for a variety of languages, ranging from French and Italian to Arabic and Chinese.

Many of these texts are designed around modern pedagogical frameworks and mirror the courses you’d actually follow if you enrolled at the university publishing them. To give a couple of concrete examples, you can find the highly thorough Spunti series for Italian (such as Spunti: Italiano Elementare 1), alongside structured introductory materials like the Linam German courses (including German 101). Texts frequently include multimedia links too, so you have listening covered with many of them.

Beyond Languages

Of course, we’re all about languages at Polyglossic. But the Open Textbook catalogue spans a huge range of academic disciplines. If your interests overlap with the social sciences, historical linguistics, or computer science, you will find rigorously reviewed texts available in those areas as well.

How to Access the Library

Accessing the materials is straightforward. You can browse by subject on the Open Textbook Library website and download the texts directly.

They are typically provided as PDF or EPUB files. This digital format is particularly useful if you prefer to keep your physical footprint small and travel light, allowing you to load an entire syllabus onto a single device. There are no subscriptions or ongoing fees to manage – just practical, open access to structured learning.

Finally, if you’re a course author yourself, maybe you’d consider contributing to Open Textbook too. It’s a wonderful initiative to democratise learning – and who doesn’t want to give a little back?

Snarky Marketing vs. Real Data: Duolingo Really Works!

It’s become almost trendy to knock Duolingo in the last couple of years. In fact, positioning a new language learning product as the “anti-Duolingo” has become a fairly standard marketing tactic.

And while there are always reasons to debate a language learning method – no one approach is perfect in every way for every person – it’s good to know the difference between a social media pile-on and legitimate criticism.

A new paper has provided some more objective balance on that.

Published in Language Learning & Technology, a study by Smith, Jiang, and Peters (2024) took a rigorous look at how effective the app actually is for independent learners. Instead of just relying on anecdotal feelings, they measured outcomes across a comprehensive range of linguistic abilities. We’re talking both receptive skills (reading and listening) and productive skills (writing and speaking), alongside vocabulary, grammar, and pronunciation.

They tracked 48 independent learners tackling the Spanish course over a three-month period. The findings? After putting in an average of about 27 hours of study, participants showed significant improvement across all ability measures. A small sample, for sure, but 27 hours is remarkably low for meaningful gains – less than 15 minutes a day. For an app coming under flak for meaningless gamification, that is an excellent piece of defence.

When gamification earns its keep

Working in educational software development myself, I know how tricky it is to balance engaging user interfaces with genuine pedagogical value. It’s one thing to build a platform that people want to log into every day, but it’s another entirely to prove that it’s actually teaching them something substantive. This paper validates that the gamified approach, when engaged with consistently, really does translate into measurable linguistic gains. The researchers specifically noted that session completion, accuracy rate, and an overall positive user experience were directly linked to this observed growth.

This challenges one of the most common criticisms you hear: that apps like this only teach you how to pass their specific tests, or only build passive recognition. The fact that productive abilities like speaking and writing improved significantly is a huge win, as these are notoriously difficult to scaffold outside of a classroom or immersion environment.

Of course, this isn’t to say any app is a magic bullet. Twenty-seven hours of app time won’t instantly make you fluent enough to debate current affairs over a coffee. I’m a Duolingo user, and get frustration and satisfaction from it in, sometimes, equal amounts. It never hurts to spread your screen time over other language learning apps, either.

But as a tool for building a solid foundation and keeping learners consistently engaged with the target language, this fresh evidence is robust. It turns out that beneath the relentless notifications and leaderboard leagues, there is a some sound pedagogy at work.

The next time a social media ad pops up claiming they’ve “fixed everything the green owl gets wrong”, it might be worth taking it with a pinch of salt. Any tool that gets people to consistently show up, put the hours in, and tangibly improve is something worth celebrating!

The Perfection Trap: Why ‘Sounding Native’ Isn’t the Ultimate Accent Goal

A paper appeared this month in Language Teaching that reminds us all – in the classroom and learning at home – that accent isn’t everything.

Is English pronunciation teaching in China ready for the Intelligibility Principle? (Xue & Wu, 2026) looks specifically at English language teaching in China, and the pressure that aspirations of nativeness can put on students. For a polyglot community focused on becoming the languages we learn, this seems very familiar. The pursuit of a flawless, native-like accent can often feel like the ultimate prize – anything less is an imperfect near miss. Whether you are tackling the phonology of German, Spanish, or diving into a new challenge like Bulgarian, it is easy to obsess over perfectly mirroring native audio.

However, the authors gently remind us that this pursuit can be entirely unnecessary.

Historically, language instruction has been dominated by this Nativeness Principle, which dictates that learners should attempt to sound as close to native speakers as possible. It’s a hangover from a quite Victorian perfectionism in learning – learn by rote, never forget.  Yet, absolute native-speaker norms are an unrealistic objective for many learners – especially older ones (as much as it stings to hear that pushing 50!).

Instead, a more practical framework is the Intelligibility Principle, which argues that the primary pedagogical goal should simply be mutual understanding.

Does This Matter for the Polyglot Community?

Absolutely. The pressure to achieve a flawless accent can actively hinder our progress. An overemphasis on native-speaker models can add to language anxiety and can decrease a learner’s willingness to communicate. Not surprisingly, many of us have an aversion to feeling a fool – it’s great to push back against that as a language learner, but it’s not always easy.

The reassuring truth is that speech can carry a heavy foreign accent and still remain highly intelligible to listeners, and therefore functional. A lot has been made of Zelenskyy’s excellent communicative skills despite a strong accent, for example. Furthermore, because English and many other languages act as global lingua francas, learners frequently communicate with other non-native speakers. Therefore, a native accent is neither necessary nor particularly beneficial for mutual understanding.

The goal isn’t to erase our linguistic identity, but to ensure our message is clearly received.

Practical Steps: What Should Independent Learners Focus On?

The paper is quite rich on practical suggestions in this regard. When you are building your corpus of vocabulary or grinding through daily flashcards, it helps to know exactly which phonetic features actually impact comprehension. Instead of trying to master every subtle nuance, prioritise the elements that carry the highest functional load:

  • Vowel accuracy: Both the length (quantity) of a vowel and the quality of the vowel play significant roles in whether a word is understood.
  • Consonant clarity: Avoiding the simplification of diphthongs and preventing the conflation of voiced and voiceless plosives are critical steps for maintaining clarity.
  • The bigger picture: Suprasegmental features, which include stress, rhythm, and intonation, have a remarkably strong influence on how a listener perceives an individual’s oral proficiency.

Tools and Tactics for the Daily Grind

As independent learners and language hobbyists, we have to direct our own study routines. Here is how we can implement an intelligibility-first approach:

  • Embrace accommodation strategies: In real-world conversations, mutual understanding is often achieved through spontaneous adjustments like simplification and paraphrasing.
  • Leverage technology: Computer-assisted pronunciation training and artificial intelligence-powered tools offer instant, data-driven feedback and personalised suggestions for self-monitoring.
  • Recognise algorithmic bias: If you are using—or even developing—language learning apps, it is important to remember that commercial automatic speech recognition systems frequently exhibit bias, showing significantly higher error rates for non-native accents.

Ultimately, dropping the demand for native-like perfection takes a massive weight off the language learner’s shoulders. By focusing on practical intelligibility, clear suprasegmentals, and flexible communication strategies, we can speak our target languages with far more confidence and far less anxiety.

Have you evolved from learner perfectionism to more intelligibility-based goals yourself? Was it hard to let go, or did you feel a sense of relief at letting go? Let us know in the comments!

A mic stands on a stage, ready for #EdFringe

#EdFringe for Language Learners, 2026 Edition

#EdFringe is here again, and true to form, there’s something for everyone. Language learners and European culture vultures are no exception, of course, with some proper treats in this year’s rich programme.

As per last year (and the year before, and the year before that… I’ve been keeping tabs for a while now), there’s a good balance between shows in the target language as well as shows about target language counties. Here’s my watch list – but be sure to have a browse too, and let me know if I’ve missed any must-sees!

French

Music

Le Vent du Nord – Québecois progressive folk from a well-regarded five-piece.

Mary, Queen of Scots – Queen of 3 Kingdoms (Marianne Beate Kielland & Ben-San Lau) – French arias mingle with Scots and English in a programme celebrating the life of Scotland’s famous queen.

Afternoon Arias (Brian Bannatyne-Scott, Beth Taylor and friends) – French classical highlights from Berlioz to Debussy.

La Chatte Chanteuse (Kat Brooks) – It honestly wouldn’t be #EdFringe without a bit of Piaf. There’s that and more in this hour of chanson from Kat Brooks.

Theatre

Madame La Mort (Full Moon Theatre / Labyrinth Productions) – a radical reimagining of Rachilde’s French Symbolist play (in translation)

Comedy

Tori Morancay – Le French C’est Freak – An anglophone set that nonetheless plunges straight into the francophone world!

German

Music

Handel – Nine German Arias (Angela Hicks)  – Soprano Angela Hicks and ensemble present some of Handel’s few German-language works.

JS Bach (Aidan Jones) – Pianist Aidan Jones plays and presents, taking the audience on a winsome tour through the life of the great composer.

Scottish Lieder (Brian Bannatyne-Scott) – A lovely crossover presenting music of Schubert, Schumann, Loewe and Strauss, inspired by Scottish poets.

Comedy

Michael Brunström: William Tell vs the Algorithm – Swiss surrealist comedy (in English) that takes aim squarely at the Swiss background of this award-nominated return performer.

Jürgen Strack: Achtung! The Only Sauerkraut in Town – Riffing on his Germanness (with shades of Henning Wehn here), Strack has won fans for his sheer originality.

Spanish

Music & Dance

Sobremesa – Where Words and Music Meet at the Table (Nus Duo) – Billed as an interactive musical experience where audience and artists shape something wonderful from Spanish and Latin American texts.

Sounds of St Cecilia’s III: Spanish Flavours: Dance, Fire and Elegance (Cokus Duo) – A harpsichord-led exploration of the music of 18th-century Europe, with a nod to both France and Spain.

Flamenkids (TuFlamenco) – Flamenco is as permanent a fixture on Spanish #EdFringe as Piaf for the French. This family-friendly show introduces the rhythms of Spain in an hour-long show that sounds wonderfully interactive.

Alegria Flamenca (Alba Flamenca) – Appetite freshly whetted, if you’re now hooked on the flamenco check out this vibrant show, with a nearby bar on hand for tapas and drinks!

Theatre

Bull / Fight – Fresh Edinburgh ensemble Mythography presents this odyssey through Lorca’s Spain (in English).

Comedy

Escocia con Ñ (Jotace Loaiza) – Scottish life retold through Spanish eyes, in Spanish! An excellent (and rare) opportunity to attend a full Spanish-language set during the festival.

Mi Casa Es Su Casa (El Purnell) – Billed as a true ‘duo-lingo’ act (hope that’s been run past the owl!), laughs are promised for hispanists and non-hispanists alike.

And the rest…

With hundreds and hundreds of shows, I can’t possibly do the whole programme justice in one short blog post. While I’ve focused on French, German and Spanish, there’s plenty else there too, from the very tempting Four Courses of Italian Song (Anna Vanosi) and the intriguing I Can Make You Italian in 55 Minutes (Stefania Licari), to the Scottish and Norwegian sacred music presentation The Maid of Norway (Nordic Voices Norway) and online viral comedy hitster Thor Stenhaug. I’ll certainly be trying to tick some of those off my list this August, too.

Is there something you’ve bookmarked to see without fail? What other languages are represented in the listings? Let us know in the comments!

Bulgarian : The Slavic Outlier That Feels Strangely Familiar

Maybe you’re a polyglot looking for a new, interesting, off-the-beaten-track language to learn. Or maybe you’re a language aficionado who allows the outcome of a popular music competition to dictate their holiday and learning plans for the next year. Whichever category you fall into, Bulgarian is well worth a look.

Bulgaria has a lot going for it in climate and culture – it’s not for nothing that the country has featured on numerous place in the sun type programmes. Stunning landscapes, seaside escapes, vibrant cultural life across four very different urban centres – and a particularly interesting language for serious linguists and dabblers alike.

The Strange Case(lessness) of Bulgarian

Bulgarian is a South Slavic language, putting it in the same branch as languages like Croatian and Slovenian. But Bulgarian – and closely related Macedonian – are grammatical outliers. Unlike their South Slavic siblings – and wider Slavic cousins – they’ve pretty much lost all of their noun cases and endings.

Now that feels really unusual if you’ve ever tried learning other languages in that tree. Across all branches, from Polish to Russian to Croatian, noun case morphology is characteristically complex. Learners run a gauntlet of declensions and endings, one of the chief reasons they’re considered ‘hard’ languages.

Not so with Bulgarian. It’s moved from what we call a heavily synthetic language, relying on complex morphology to express relationships between words, to being much more analytic – using standalone units like prepositions to do that work. A case in point is the phrase in London. In Polish, with its rich case system, Londyn changes to its locative with -ie in the phrase w Londynie. In Bulgarian, London is Лондон wherever you place it, giving us simply в Лондон.

Your Features Sound Familiar…

Another lovely curiosity that marks Bulgarian out is the definite article. Slavic languages famously do without any articles on the whole, so no a, an or the. It’s so typically Slavic that you almost do a double-take when you realise the language has one. Not only that, but it’s attached to the end of the noun – something you might know from Scandilangs, but never expected to crop up south of the Vistula. Cinema, for example, is кино (kino) – the cinema is киното (kinoto).

Albanian also happens to have this postnominal definite article, which brings us on to the next point. Bulgarian forms part of the Balkan Sprachbund, a grouping of Indo-European languages that, while not especially closely related, have come to resemble each other, particularly in syntax, through centuries of contact. For example, if you know any Albanian, Modern Greek, or Romanian, you’ll feel strangely at home with Bulgarian and its lack of infinitives. In Bulgarian, you don’t say I want to sing, because there is no ‘to sing’. Instead, you say I want that I sing (Искам да пея), just as in Modern Greek (Θέλω να τραγουδήσω).

Bulgarian Specialities

That’s not to say that Bulgarian doesn’t have its own unique secrets either, though. What it lost in cases, it makes up for in novel verb paradigms. There’s a very special past tense – the renarrated or evidential form – that is used when you are talking about something you didn’t witness.

The Bulgarian renarrated past is based on its perfect tense paradigm. This looks very much like the past tense in Croatian and similar languages, which use the verb ‘to be’ as an auxiliary. For example, we have той е видял куче (toi e vidyal kuche) – he saw a dog: a simple fact. Drop the е and you have the renarrated той видял куче (toi vidyal kuche)  – he allegedly saw a dog, but I only know this from hearsay!

Although it’s a novel Slavic innovation in Bulgarian, if you know some German, the idea might be familiar. German does a similar thing by using the subjunctive for reported speech. He said he’s ill becomes er hat gesagt, dass er krank sei – the sei rather than indicative ist indicates that these aren’t your experiences or words, but someone else’s.

Bulgarian Learning Resources

If these tidbits whet your appetite for some български, there are a couple of good places to start. It is off the beaten track as a classroom language, so certainly not as well-served by resources as more mainstream choices.

But the gold standard, as ever, is Routledge. Colloquial Bulgarian is a great starter course, balancing a skills-based communicative approach with a good, solid grammar grounding. You can download all of the audio materials for free at the Routledge website too.

Teach Yourself don’t disappoint, either, with the first Bulgarian title appearing in the 1990s. You can pick the original title up second-hand for under a tenner. Since then, it’s also seen a reissue and rebranding as Complete Bulgarian, with the audio available for free via the Teach Yourself web app.

Finally – and I haven’t tried these, personally, yet – are a pair of titles, Intensive Bulgarian 1 and Intensive Bulgarian 2. These come across as good, academic style ab initio coursebooks. I’ll definitely be dipping into these at some point soon.

If you’ve tried these, or any other Bulgarian learning resources, let us know how you found them in the comments! Or maybe catch me in Sofia next year for a chat about them over an облак (oblak) – Bulgarian’s famous drink of mint liqueur and mastica.

Наздраве!

Eurovision 2026: Languages, Lyrics and Understanding

It’s something of a cheat week on Polyglossic this week. I’d normally write a blog on language diversity in the upcoming Eurovision Song Contest around this time. Yes, it’s that time of year again! But the boss asked first, so I’ll point you in the direction of the ESC article I penned for Linguascope this week. There’s a round-up of the songs – from a classroom teacher point of view, of course (not that the glam has no part to play), along with some fun game ideas.

As I’ve said there, it’s no secret that the contest has had a tough ride lately, falling into a highly contested, politically charged space. And that’s to be expected, as a living, breathing event out there in a very complex world. There are simply no easy answers that reconcile the many hues of opinion in the fan community. The most we can do is respect others’ points of view and their right to express them.

For my part, I’m on the side that believes there’s something worth fighting for there. Eurovision is a unique event that has celebrated different, not mainstream, quirky – whatever you want to call it. For kids (and adults) who feel some or all of those things, that’s always been a very special place to escape to.

Superfan Matti Bunzl summed it up well to Austria’s Profil magazine this week. He’s the director of the Wien Museum, host site for this year’s Eurofan House by wiwibloggs. Matti explains:

Warum soll der Song Contest von solchen Dynamiken ausgeschlossen sein? Natürlich kann man wünschen, dass sich die Welt für ein paar Stunden auf völkerverständigenden Eskapismus einigt, aber man kann die Menschen ja nicht zwingen.

(Why should the song contest be excluded from such dynamics? Of course you can wish for the world to unite for a few hours of international, understanding escapism, but you can’t force people.)

Profil, Saturday May 2nd 2026

If you are following the shows next week, then have a wonderful Eurovision. May the best song win, and long live healthy argument about whether it really was the best song!

Forever the Optimist : Hugo’s In Three Months Language Courses

I loved Hugo’s In Three Months books as a language-obsessed teenager. Slim volumes, tiny, dense chapters… And of course, that promise that you’d reach some level of fluency in a quarter of a year.

I’ve collected a fair few of them over the years. My first was Italian in Three Months, of Hugo’s late-80s dark blue incarnation. I bought it ahead of a school wind band trip to Venice, and probably made my way through about a third of it before the trip was over, I packed my tuba away, and faddishly drifted onto the next project.

They’ve had a much longer history than that. Hugo’s Language Learning Books pops up in 1950s UK, and quickly starts churning out titles for speedy learners. Like other language series in the mid-20th Century, they expanded their Simplified System rapidly across languages, and became bookshop staples.

Expansion, incorporation and multiple reincarnations

By the end of the 80s, they’d already moved well beyond French, German and Spanish. The second-hand trail on eBay shows that spread, with the publication of courses from Arabic to Scottish Gaelic (still a solid reference for Gaelic grammar if you can get a copy). Curiously, the first foray into Japanese dropped the ‘in three months’, instead going for Japanese Simplified – the confidence wobble didn’t last long, as Japanese in Three Months is the title that made it into the 90s!

The In Three Months books have never really gone away. The series was picked up by Dorling Kindersley (DK), gaining a splash of the prototypical DK colour and gloss. While the range of languages is a little shrunken now, they’re still going strong, now as part of Penguin’s catalogue. Gone are the boxes of cassettes, replaced by online audio. But the familiar format remains: tight, reference-style chapters giving that “all the essentials for very busy people” vibe.

It’s in that spirit I picked up one of the new editions recently – appropriately, Italian in Three Months again, this time in its fancy new green sleeve. It’s a refresher ahead of a trip to Milan for a conference, and the perfect choice for that – not too heavy (for the suitcase or the reading).

But coming full circle like this takes me right back, and I can sense the excitement I felt in that titular promise all those years ago. Somehow, that promise still works. Long live the In Three Months series – may they continue to lure language nerds to their next obsession!