---
name: language-partner
description: |
  Language learning companion providing conversational practice, grammar explanations, vocabulary building using frequency lists, pronunciation guides, cultural context, immersion strategies, CEFR level assessment, and language-specific tips for major world languages.
  Use when the user asks about language partner, or needs help with language learning companion providing conversational practice, grammar explanations, vocabulary building using frequency lists, pronunciation guides, cultural context, immersion strategies, cefr level assessment, and language-specific tips for major world languages.
  Do NOT use when the request requires professional specialized advice or falls outside the scope of language partner.
license: Apache-2.0
metadata:
  author: foundry-skills
  version: "1.0.0"
  tags: "study-skills language-learning guide"
  category: "education"
  subcategory: "language-learning"
  depends: ""
  disclaimer: "none"
  difficulty: "intermediate"
---

# Language Partner

## When to Use

**Use this skill when:**
- User wants to practice a foreign language through conversation
- User needs grammar explanations or vocabulary building in a target language
- User wants immersive language practice with corrections and feedback
- User needs CEFR-level-appropriate language exercises

**Do NOT use this skill when:**
- User wants translation only without learning -- use translation tools
- User needs academic linguistic analysis -- use research skills
- User wants to learn programming languages -- completely different domain

## Process

1. **Step 1:** Assess target language, current proficiency (CEFR level), and learning goals
2. **Step 2:** Select practice mode: conversation, grammar drill, vocabulary building, or pronunciation
3. **Step 3:** Conduct interactive practice session with real-time corrections and explanations
4. **Step 4:** Provide session summary with key vocabulary, grammar points, and areas to review
5. **Step 5:** Recommend next session focus based on observed strengths and weaknesses

## Purpose

This skill serves as a conversational language learning partner that adapts to the user's proficiency level and target language. It provides structured practice in speaking, reading, writing, and listening comprehension, along with grammar explanations, vocabulary building, cultural context, and personalized learning strategies.

---

## Questions to Ask the User First

1. **Target language:** What language are you learning?
2. **Native language:** What is your first language? Any other languages you know?
3. **Current level:** How would you rate your proficiency? (Complete beginner, some basics, intermediate, advanced)
4. **How long studying:** How long have you been learning this language?
5. **Learning context:** Why are you learning? (Travel, work, family/heritage, academic, personal interest, immigration)
6. **Skills to focus on:** What do you most need? (Speaking, listening, reading, writing, grammar, vocabulary)
7. **Available practice:** Do you have opportunities to use the language in real life? (Native speaker friends, immersion environment, travel plans)
8. **Learning methods used:** What have you tried? (Apps like Duolingo, classes, textbooks, tutors, immersion)
9. **Specific challenges:** What frustrates you most about learning this language?
10. **Session goals:** What would you like to accomplish in this session?

---

## CEFR Level Assessment

### The Common European Framework of Reference (CEFR)

```
CEFR LEVEL DESCRIPTIONS
=========================

A1 - BEGINNER
  Can understand and use basic phrases and expressions
  Can introduce self, ask and answer basic personal questions
  Can interact if the other person speaks slowly and clearly
  Vocabulary: ~500-1,000 words

A2 - ELEMENTARY
  Can understand frequently used expressions (personal info, shopping, local geography)
  Can communicate in simple, routine tasks
  Can describe aspects of background, environment, and immediate needs
  Vocabulary: ~1,000-2,000 words

B1 - INTERMEDIATE
  Can understand main points of clear standard speech on familiar topics
  Can deal with most situations while traveling
  Can produce simple connected text on familiar topics
  Can describe experiences, events, dreams, and give reasons/explanations
  Vocabulary: ~2,000-4,000 words

B2 - UPPER INTERMEDIATE
  Can understand main ideas of complex text on concrete and abstract topics
  Can interact with native speakers with a degree of fluency
  Can produce clear, detailed text on a wide range of subjects
  Can explain a viewpoint on a topical issue
  Vocabulary: ~4,000-8,000 words

C1 - ADVANCED
  Can understand a wide range of demanding, longer texts
  Can express ideas fluently and spontaneously without obvious searching
  Can use language flexibly for social, academic, and professional purposes
  Can produce clear, well-structured, detailed text on complex subjects
  Vocabulary: ~8,000-16,000 words

C2 - MASTERY
  Can understand virtually everything heard or read
  Can summarize information from different sources, reconstructing arguments
  Can express self spontaneously, very fluently and precisely
  Vocabulary: ~16,000+ words
```

### Quick Level Assessment Questions

```
LEVEL ASSESSMENT EXERCISE
===========================
Answer in the TARGET LANGUAGE as best you can:

Level A1 test:
  "What is your name? Where are you from? What do you like?"

Level A2 test:
  "Tell me about your daily routine. What did you do yesterday?"

Level B1 test:
  "What are the advantages and disadvantages of living in a big city?"

Level B2 test:
  "Explain a current event in the news and give your opinion about it."

Level C1 test:
  "Discuss the impact of social media on modern democracy. Use specific
   examples and present multiple perspectives."

ASSESSMENT:
  Could complete: __________ --> Estimated level: __________
  Struggled at: __________
  Focus areas: __________
```

---

## Vocabulary Building Strategy

### Frequency-Based Learning

The most efficient vocabulary strategy targets the most commonly used words first:

```
WORD FREQUENCY TIERS
=====================
Tier 1: Top 100 words      --> Covers ~50% of everyday text
Tier 2: Top 500 words      --> Covers ~70% of everyday text
Tier 3: Top 1,000 words    --> Covers ~80% of everyday text
Tier 4: Top 2,000 words    --> Covers ~85% of everyday text
Tier 5: Top 5,000 words    --> Covers ~95% of everyday text
Tier 6: Top 10,000 words   --> Covers ~98% of everyday text

STRATEGY:
1. Start with Tier 1 (function words, basic verbs, common nouns)
2. Learn words IN CONTEXT (in sentences, not in isolation)
3. Add 5-10 new words per day using spaced repetition
4. Learn the word's most common usage first (not all meanings)
5. Learn word families (run, runner, running, ran)
```

### Vocabulary Card Template

```
VOCABULARY FLASHCARD FORMAT
============================
Front:
  [Target language word]
  [Example sentence with the word in context]

Back:
  [Native language translation]
  [Pronunciation guide / IPA]
  [Part of speech]
  [Additional example sentence]
  [Related words / word family]
  [Common collocations]

EXAMPLE (Spanish):
Front:
  CONSEGUIR
  "No pude conseguir las entradas para el concierto."

Back:
  To get / to obtain / to achieve
  /kon.se.ˈɣiɾ/
  Verb (irregular - like seguir)
  "Ella consiguió el trabajo." (She got the job.)
  Related: seguir (to follow), perseguir (to pursue)
  Common: conseguir + infinitive (to manage to do something)
```

---

## Grammar Explanation Framework

### How to Explain Grammar Points

```
GRAMMAR EXPLANATION TEMPLATE
==============================

1. CONCEPT NAME: __________

2. WHAT IT DOES (in plain language):
   "This is used when you want to express __________."

3. COMPARISON TO NATIVE LANGUAGE:
   "In English, this is similar to __________. The difference is __________."

4. PATTERN / FORMULA:
   [Subject] + [verb form] + [object/complement]
   Example pattern: __________

5. SIMPLE EXAMPLES (3-5):
   a. __________  -->  Translation: __________
   b. __________  -->  Translation: __________
   c. __________  -->  Translation: __________

6. COMMON MISTAKES:
   Wrong: __________
   Right: __________
   Why: __________

7. PRACTICE:
   Complete these sentences using the pattern:
   a. __________ (hint: __________)
   b. __________ (hint: __________)
   c. __________ (hint: __________)

8. WHEN TO USE vs. SIMILAR STRUCTURES:
   Use [this] when __________
   Use [alternative] when __________
```

---

## Conversational Practice Framework

### Guided Conversation Levels

```
CONVERSATION PRACTICE STRUCTURE
=================================

A1 CONVERSATIONS:
  Topics: Introductions, family, numbers, colors, food, daily routine
  Structure: Q&A with simple sentences
  Support: Provide word suggestions, accept single-word answers

A2 CONVERSATIONS:
  Topics: Shopping, directions, making plans, describing people/places
  Structure: Short exchanges (3-5 turns)
  Support: Rephrase if not understood, provide gentle corrections

B1 CONVERSATIONS:
  Topics: Travel, opinions, experiences, future plans, describing events
  Structure: Extended dialogue (5-10 turns)
  Support: Introduce new vocabulary in context, correct major errors

B2 CONVERSATIONS:
  Topics: Current events, abstract concepts, work discussions, debates
  Structure: Full conversations with opinions and reasoning
  Support: Focus on nuance, register, and advanced grammar

C1/C2 CONVERSATIONS:
  Topics: Anything -- philosophy, politics, technical topics, humor
  Structure: Natural, flowing conversation
  Support: Focus on idiomatic expressions, cultural nuance, sophisticated vocabulary
```

### Conversation Correction Strategy

```
ERROR CORRECTION APPROACH
===========================

IMMEDIATE CORRECTION (for beginners):
  User: "I have 25 years."
  Tutor: "Good try! In English we say 'I am 25 years old.' We use 'to be'
  for age, not 'to have.' Can you try again?"

DELAYED CORRECTION (for intermediate):
  Let the conversation flow, then at the end:
  "Great conversation! A few notes on your language:
  - You said [X], it should be [Y] because [reason]
  - Nice use of [good structure]!
  - Next time try using [advanced alternative]"

RECAST (for all levels):
  User: "Yesterday I go to the store."
  Tutor: "Oh, you WENT to the store yesterday? What did you buy?"
  (Naturally models correct form without interrupting flow)
```

---

## Pronunciation Guide Framework

### General Pronunciation Teaching

```
PRONUNCIATION COACHING
=======================

1. IDENTIFY DIFFICULT SOUNDS
   List sounds in the target language that don't exist in the
   learner's native language. These are the primary challenges.

2. DESCRIBE MOUTH POSITION
   For each difficult sound, describe:
   - Tongue position (front, middle, back, touching where)
   - Lip shape (rounded, spread, relaxed)
   - Airflow (through nose, through mouth, stopped)
   - Voiced or voiceless (vibrating vocal cords?)

3. PROVIDE MINIMAL PAIRS
   Words that differ by only one sound:
   Example (English): ship/sheep, bat/bet, light/right

4. USE IPA TRANSCRIPTION
   International Phonetic Alphabet removes ambiguity
   Provide IPA alongside native script

5. PRACTICE SEQUENCE
   Individual sound --> Sound in simple words --> Words in sentences
   --> Sentences in natural speech speed
```

---

## Cultural Context

### Why Culture Matters in Language Learning

```
CULTURAL INTEGRATION
=====================

1. FORMALITY LEVELS
   Most languages have formal/informal registers.
   Teach when to use each: age, status, familiarity, setting.

2. COMMON SOCIAL SCRIPTS
   - Greetings (time-of-day specific, physical contact norms)
   - Saying goodbye (differences by culture)
   - Thank you/please conventions
   - Apologizing
   - Making requests (directness varies by culture)

3. TABOO TOPICS AND FALSE FRIENDS
   - Words that sound similar but mean different things
   - Topics that are rude in certain cultures
   - Gestures that mean different things across cultures

4. HUMOR AND IDIOMS
   - Teach common idioms WITH cultural explanation
   - Humor often doesn't translate directly
   - Understanding cultural humor indicates high proficiency
```

---

## Immersion Strategies

```
IMMERSION STRATEGY TOOLKIT
============================

PASSIVE IMMERSION (background exposure):
  [ ] Change phone language to target language
  [ ] Change social media language settings
  [ ] Listen to music in target language (with lyric study)
  [ ] Listen to podcasts for learners at your level
  [ ] Watch TV/movies with target language subtitles (not native lang subs)

ACTIVE IMMERSION (focused engagement):
  [ ] Daily conversation practice (language exchange partner, tutor, AI)
  [ ] Journal in target language (even 3 sentences/day)
  [ ] Read graded readers at your level
  [ ] Narrate your daily activities in the target language (in your head)
  [ ] Label objects in your home with sticky notes

SOCIAL IMMERSION:
  [ ] Language exchange apps (Tandem, HelloTalk, Conversation Exchange)
  [ ] Local conversation groups (Meetup, library programs)
  [ ] Online tutors (iTalki, Preply) for structured practice
  [ ] Follow social media accounts in target language

PROGRESSIVE IMMERSION SCHEDULE:
  Beginner: 15-30 min active + background passive daily
  Intermediate: 30-60 min active + 1-2 hrs passive daily
  Advanced: 60+ min active + maximum passive exposure
```

---

## Language-Specific Tips

### Spanish

```
SPANISH-SPECIFIC TIPS
======================
Key challenges for English speakers:
  - Ser vs. Estar (permanent vs. temporary "to be")
  - Subjunctive mood (rarely used in English, essential in Spanish)
  - Gendered nouns (el/la - learn the article WITH the noun)
  - Preterite vs. Imperfect (completed vs. ongoing past actions)
  - Rolling 'r' sound (alveolar trill)
Resources: News in Slow Spanish, Dreaming Spanish (YouTube), Language Transfer
```

### French

```
FRENCH-SPECIFIC TIPS
=====================
Key challenges for English speakers:
  - Nasal vowels (an, en, in, on, un)
  - Gendered nouns and agreement (adjectives change form)
  - Liaison (connecting word endings to next word's beginning)
  - Passé composé vs. Imparfait
  - Silent letters (most final consonants are silent)
Resources: InnerFrench podcast, TV5Monde, Kwiziq French
```

### Mandarin Chinese

```
MANDARIN-SPECIFIC TIPS
=======================
Key challenges for English speakers:
  - Four tones (tone changes meaning entirely)
  - Characters (learn radicals as building blocks)
  - Measure words (classifiers before nouns)
  - No verb conjugation (but aspect markers like 了 le, 过 guo)
  - Sentence structure is SVO (similar to English, but modifiers precede)
Resources: ChinesePod, Pleco dictionary app, Skritter (character writing)
```

### Japanese

```
JAPANESE-SPECIFIC TIPS
=======================
Key challenges for English speakers:
  - Three writing systems (Hiragana, Katakana, Kanji)
  - SOV word order (verb at the end)
  - Politeness levels (casual, polite, honorific, humble)
  - Particles (wa, ga, wo, ni, de, etc.)
  - Counting systems vary by object type
Resources: WaniKani (kanji), Tae Kim's Grammar Guide, NHK World Easy Japanese
```

### German

```
GERMAN-SPECIFIC TIPS
=====================
Key challenges for English speakers:
  - Three genders (der, die, das) + four cases (nominative, accusative, dative, genitive)
  - Word order: verb second in main clause, verb final in subordinate clause
  - Compound nouns (Handschuh = hand + shoe = glove)
  - Separable verbs (anfangen = an...fangen)
  - Pronunciation is more regular than English once rules are learned
Resources: Deutsche Welle, Easy German (YouTube), Nicos Weg
```

---

## Session Structure

```
LANGUAGE PRACTICE SESSION (30 min)
====================================

WARM-UP (5 min):
  Quick conversation in target language about the day
  Review 2-3 items from last session

VOCABULARY (5 min):
  Introduce 5-8 new words in context
  Practice pronunciation
  Create sentences using new words

GRAMMAR FOCUS (10 min):
  One grammar point explained and practiced
  Pattern drills
  Error correction

CONVERSATION / APPLICATION (8 min):
  Free conversation using today's vocabulary and grammar
  Role-play scenarios
  Comprehension questions

WRAP-UP (2 min):
  Summary of what was learned
  Assign self-study tasks
  Preview next session
```

---

## Output Format

When serving as a language partner, provide:

1. **Level assessment** -- Estimated CEFR level with reasoning
2. **Session content** -- Vocabulary, grammar, and conversation adapted to level
3. **Corrections** -- Clear, encouraging error correction with explanations
4. **Cultural notes** -- Relevant cultural context when applicable
5. **Practice tasks** -- Homework or self-study suggestions
6. **Progress notes** -- What improved, what to focus on next
7. **Resource recommendations** -- Specific tools and materials for their level and language

## Example

**Input:** "I am learning Spanish (intermediate level, maybe B1). I want to practice ordering food at a restaurant. Can we do a roleplay?"

**Output:**

## Language Practice Session: Spanish B1 - Restaurant Roleplay

**Mode:** Conversational roleplay with corrections
**Scenario:** Ordering dinner at a restaurant in Madrid

### Roleplay

**Mesero:** Buenas noches. Bienvenidos. Aqui tienen la carta. Necesitan unos minutos?
*(Good evening. Welcome. Here is the menu. Do you need a few minutes?)*

**You (try):** [Your response here -- I will correct grammar and suggest natural phrasing]

**Example exchange:**
You: "Quiero el pollo con arroz, por favor."
Correction: Good sentence. Even more natural: "Me pone el pollo con arroz, por favor." (Me pone is how Spaniards typically order -- literally "put me")

### Session Vocabulary
| Spanish | English | Usage Note |
|---------|---------|-----------|
| la carta | the menu | NOT "el menu" in Spain |
| me pone... | I will have... | More natural than "quiero" for ordering |
| la cuenta | the check/bill | "La cuenta, por favor" to ask for it |
| de primero/segundo | first course/main | Spanish meals have courses |

### Grammar Point: Formal vs. Informal "You"
In a restaurant, the waiter uses "usted" (formal). You can use either, but "usted" is more polite. Notice: "necesitan" (ustedes) vs. "necesitas" (tu).

### Next Session
Focus on: past tense practice (telling the waiter about dietary restrictions using "he comido" / "no puedo comer").

## Edge Cases

- **Incomplete information:** Ask clarifying questions before proceeding. Do not assume details the user has not provided.
- **Out of scope requests:** Redirect to appropriate professional resources when the request exceeds educational guidance.
- **Conflicting requirements:** Present trade-offs clearly and let the user decide priorities.
