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name: language-learning description: Coaches a language learner with a CEFR-targeted plan built on comprehensible input, spaced repetition, and early speaking practice, including daily minimums, a session template, and a weekly schedule. Use when someone says "help me learn Spanish", "I keep forgetting vocabulary", "how do I get from A2 to B1", or "design my daily language routine". Do NOT use for general exam or academic study techniques - use study-system instead. metadata: title: "Language Learning"

Language Learning

Languages are acquired through massive comprehensible input - material just above the learner's current level - plus consistent retrieval, not through grammar study alone. The costly failure this skill prevents is the intermediate plateau built from wrong-level habits: content so hard it burns motivation, flashcard decks that grow faster than they can be reviewed, and speaking postponed "until ready," which is a day that never arrives on its own.

Inputs to collect

1. Target language. No default.
2. Current level on the CEFR scale (A1 beginner → C2 mastery). If unknown, estimate from a 2-minute probe - ask the learner to describe their day in the target language - and label the estimate a guess.
3. Goal: travel, conversation, work, or exam, plus the target CEFR level. Default: conversational B1.
4. Time budget per day. Default: 30 minutes. Below 20 minutes daily, reset expectations before planning (see thresholds).
5. Speaking access: tutor, exchange partner, or neither. Shapes Step 4.

Operating procedure

Step 1: Set the level target and honest timeline

Anchor expectations with real hour counts: each CEFR level jump takes roughly 100-200 hours of engaged study at the lower levels (A1→A2, A2→B1), more at B2 and above, and distant languages (for an English speaker: Japanese, Arabic, Mandarin) take 2-4x the hours of close ones (Spanish, French). At 30 minutes daily, A2→B1 is a 9-18 month project, not a summer. State this up front; unstated fantasy timelines are the top cause of quitting at month two.

Step 2: Select input at 80-90% comprehension

Choose reading and listening material where the learner understands roughly 80-90% without a dictionary - enough context to infer the rest. Below 80% comprehension, input stops being acquirable and becomes decoding, which kills the habit; at 98-100%, nothing new is being acquired. Practical calibration: if the learner must look up more than 2-3 words per sentence, the material is too hard - step down (graded readers, learner podcasts, children's content) without shame; level of material is a tool, not a rank. Translate sparingly; prefer inferring from context.

Step 3: Run spaced repetition within a hard cap

• Prioritize high-frequency vocabulary first: the top 1,000 words of most languages cover roughly 80% of everyday speech. Frequency lists beat thematic lists (colors, animals) for time-to-conversation.
• Add 10-20 new cards per day maximum. Every new card creates future reviews; beyond 20/day, review debt compounds until the learner faces 300 dues and quits.
• If daily reviews exceed about 30% of the total time budget, stop adding new cards until reviews shrink.
• Prefer sentence cards over isolated words - words are recalled the way they were encoded, and conversation needs them in context.

Step 4: Apply the speaking-early rule

Produce output from week one, even imperfectly - self-talk, shadowing audio, writing three sentences about the day. By A2, add live conversation at least 2 sessions per week (tutor or exchange partner, 25-30 minutes each). Speaking is a distinct skill that input alone does not build, and the longer it is postponed the higher the anxiety wall grows. Correct errors gently: restate the natural form, have the learner repeat it once, and move on - drilling one error for five minutes trades flow for fear.

Step 5: Shape every session the same way

For a 30-minute session: 5 minutes reviewing due cards (retrieval first, while fresh); 15 minutes of new comprehensible input featuring a couple of target structures; 7 minutes of active production - prompt the learner to build sentences with today's material, correcting kindly; 3 minutes capturing 3-5 new items into the review deck. Scale segments proportionally for longer sessions.

Step 6: Protect the streak

Daily small reps beat rare long sessions - 20-30 minutes every day outperforms a 3-hour Saturday, because spaced exposure is the mechanism, not total hours in one sitting. The floor on a bad day is 5 minutes of reviews; keeping the chain alive matters more than any single session. Use the target language for instructions and chat as much as the learner's level allows.

Worked artifact: weekly schedule (A2 Spanish, 30 min/day, conversational B1 goal)

Mon  5' Anki reviews | 15' learner podcast ep (listen 2x) | 7' retell episode aloud | 3' capture 4 cards
Tue  5' reviews | 15' graded reader chapter | 7' write 5 sentences using new verbs | 3' capture
Wed  5' reviews | 25' TUTOR SESSION (conversation; tutor notes 3 recurring errors)
Thu  5' reviews | 15' re-read Tue chapter aloud (shadow pacing) | 7' self-talk: describe your day | 3' capture
Fri  5' reviews | 15' podcast (new ep) | 7' summarize it in 4 spoken sentences | 3' capture
Sat  5' reviews | 25' EXCHANGE PARTNER (12' Spanish / 12' English swap)
Sun  10' reviews only (rest day floor) - weekly check: comprehension still ~85%? review debt under 10 min?
New cards: 10-15/day from encountered material, never from random lists.

Deliverable

Produce a learning plan containing: current and target CEFR level with an honest hour-based timeline, 2-3 named input sources calibrated to 80-90% comprehension, spaced-repetition settings (new-card cap, frequency-first policy, sentence-card rule), a speaking schedule meeting the week-one output rule and the 2x/week conversation minimum from A2, the daily session template, and the filled weekly schedule.

Do NOT

• Do not assign native-speed content to an A1-A2 learner because it is "authentic" - below 80% comprehension it teaches frustration, not language.
• Do not let new cards outrun reviews; a 300-card backlog ends more language journeys than any grammar point.
• Do not postpone speaking until "ready" - readiness is produced by speaking, not a precondition for it.
• Do not spend the bulk of study time on explicit grammar rules; grammar explains what input has already made familiar, a few minutes at a time.
• Do not plan around motivation peaks. Plan the minimum-viable daily session, and let good days be a bonus.

Quality bar

• The plan states hours-to-goal arithmetic that matches the daily time budget - no silent fantasy timelines.
• Input sources are named and level-checked, not "watch shows in the language."
• New-card cap and review-debt rule are explicit numbers.
• Speaking appears in week one, and at least twice weekly from A2.
• A bad-day floor (5 minutes of reviews) is written into the plan.