Think Charlotte Mason started with grammar and vocabulary? Think again.
Everything there is to know about Charlotte Mason & Foreign Languages.
Sponsored by TalkBox.Mom
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Charlotte Mason, a British educator in the 19th and 20th centuries, developed a holistic educational philosophy respecting the child as a born-person, fully human and worthy of respect while honoring the parent’s role as a loving authority.
She emphasized living books, nature study, narration, and habit formation, to name a few. She greatly influenced modern homeschooling and classical education. However, all too often, Modern Charlotte Mason experts leave the topic of foreign language as a rushed chapter or footnote in their books, blogs, and materials, and even some suggest studying foreign languages with vocabulary words and grammar—which couldn’t be further from Charlotte Mason’s approach.
So thank you to TalkBox.Mom for sponsoring this training so it didn’t need to be behind a paid wall, allowing Charlotte Mason families to understand that not only was foreign language a fundamental part of each pupil’s day but also her approach was in line with her philosophy on all other subjects, making it definitely not a matter of vocabulary and grammar.
My name is Adelaide Olguin. I grew up speaking one language and now speak multiple languages with my husband and three boys, ranging from kindergarten to high school. I created the most thorough, updated, and practical Charlotte Mason-aligned foreign language program called TalkBox.Mom, which over 100,000 moms, dads, teens, kids, toddlers, and babies use to become Fluency Families in another language.
And I’ll take you through Charlotte Mason’s writings on foreign language and explain it clearly, so you too can easily start using another language with your family and if you’d like, become a Fluency Family with TalkBox.Mom.
Jump-start Charlotte Mason’s foreign language approach in your homeschool!
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Foreign Language & Charlotte Mason: A Core Subject
The daily French lesson is one that should not be omitted. – Charlotte Mason (Vol. 1, p. 80)
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Charlotte Mason was a strong proponent of foreign language learning and integrated it as a core subject in her educational philosophy. How core? Miss Mason stated, “The daily French (or whichever chosen language) lesson is one that should not be omitted.”
Through a modern lens, this might feel overwhelming or burdensome. Traditional programs and apps tout vocabulary, grammar, and worksheets or worksheets’ digital equivalent button-clicking with hardly any results, leaving learners unable to speak the new language. You might dread adding this to your day, and you should because it statistically doesn’t work, and Charlotte Mason pushed back against these exact methods. Well, except the digital part. That wasn’t here yet.
Charlotte Mason said that “French (or any language) should be acquired as English is, not as grammar, but as living speech.” What is “living speech?” Miss Mason believed that a foreign language should be learned in the same way a child learns their first language—not through formal instruction at first, but through immersion in real communication.
TalkBox.Mom illustrates this concept through the Natural Language Progression. When you’re a baby, first you’re talked to, sung to, and read to. Then you start talking, singing, and if you’re allowed to, watching videos. Next, you start telling stories, then reading, writing, and grammar. This is the same progression you find in Charlotte Mason’s approach in English. However, where do most foreign language programs begin? At reading, writing, and grammar, leaving you without the entire foundation of the language.
When we start with the foundational layer of talking and listening, children absorb the structure and vocabulary naturally over time, giving you an ear for grammar, which is necessary for fluency. Searching for vocabulary words in your memory and consciously building sentences with grammar rules undermines fluency.
Charlotte Mason and TalkBox.Mom are saying, “Let’s do the same with French (or any language). Begin with exposure, listening, and speaking, not rules or memorization.” Very similar to her approach with copywork and dictation.
Charlotte Mason’s approach was both natural and immersive, aiming to help children learn foreign languages in the same way they learned their native tongue—through real-life use, meaningful context, and rich input.
Charlotte Mason and the Great Reform
M. Gouin’s work (The Art of Teaching and Studying Languages) is the most important attempt that has yet been made to bring the study of languages within the sphere of practical education. Indeed, the great reform in our methods of teaching modern languages owe their origin to this remarkable work. – Charlotte Mason (Vol. 1, p. 302)
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One of Miss Mason’s contemporaries was a 19th-century French educator named François Gouin. He had a foreign language approach that Charlotte Mason incorporated into her own educational philosophy. She ecstatically declared, “I have no hesitation in saying that Monsieur Gouin’s work is the most important attempt that has yet been made to bring the study of languages within the sphere of practical education” (Vol. 1, p. 302).
With that level of praise, I’d love to know what Charlotte Mason’s reaction would be to TalkBox.Mom, which fits within her broader educational philosophy with its proven roadmap and tools to support families, but I digress.
Monsieur Gouin had a pivotal moment that led to what Charlotte Mason refers to as a “great reform in our method’s of teaching modern languages” (Vol. 1, p. 302). This moment is key to understanding “living speech” and the core of this approach.
In Volume 1 of Home Education, Charlotte Mason describes Monsieur Gouin’s “herculean labours in the attempt to learn German” in Germany. And I quote, “He knew everybody’s ‘Method,’ learned the whole dictionary through, and found at the end that he did not know one word of German ‘as she is spoke.’” Meaning, as the language is spoken.
We see this very often when someone has a language streak. They can identify words because that is what they practiced. But they cannot use the words in their own sentences because they never practiced that.
Miss Mason continues, “He returned to France, after a ten months’ absence, and found that his little nephew—whom he had left, a child of two and a half, not yet able to talk—had in the interval done what his uncle had signally failed to do. “‘What!’ I thought; ‘this child and I have been working for the same time, each at a language. He, playing round his mother, running after flowers, butterflies and birds, without weariness, without apparent effort, without even being conscious of his work, is able to say all he thinks, express all he sees, understand all he hears; and when he began his work, his intelligence was yet a futurity, a glimmer, a hope. And I, versed in the sciences, versed in philosophy, armed with a powerful will, gifted with a powerful memory … have arrived at nothing, or at practically nothing!”
“The linguistic science of the college has deceived me, has misguided me. The classical method, with its grammar, its dictionary, and its translations is a delusion.” “To surprise Nature’s secret, I must watch the child.”
So François Gouin goes on a ten-month trip to learn German. Doesn’t practice speaking it. Works through the classical method, with its grammar, dictionary, and translations, all to find out that his nephew is speaking a language just by hanging out with his mom. He realizes he was talked into a delusion that is commonly accepted even to this day.
I had a moment like this when I was in Brazil. We were in an apartment on our first day there with a beautiful view of the beach out the window, and I told my three-year-old and one-year-old that before we headed out to the beach, we’d, you know, practice conjugating a verb. I thought it was what we needed to do to be successful speaking Portuguese there.
My three-year-old looked at the textbook on the bed and said, “Mom, we didn’t come to Brazil to sit in a room.” And he wasn’t wrong. And I had never conjugated a verb with him before, yet his subject-verb agreement in English was perfect.
What was I doing? I realized that moms are actually the most successful language teachers in the world. We teach babies and toddlers all over the world to talk at a native level before our children learn reading, writing, and grammar.
I realized the delusion I had fallen into, and I knew it was time to teach a language like a parent and not a professor.
If you’ve taken 400-level university language courses like I have, have a Bachelor’s degree in a language, or even took high school courses, we have to go through a painful realization that our efforts don’t translate into easily and accurately using a language in our home, which is the definition of fluency. While we developed skills in knowing about the language or even reading it, we didn’t practice what’s at the core of what moms do—using the language- so we cannot use the language with fluency.
Gouin went on to develop the Series Method of language learning, which emphasizes learning language through connected sequences of actions and real-life context, what moms do, rather than rote memorization or grammar drills. He believed language should be learned as a living expression tied to experience and thought.
However, Miss Mason didn’t adopt Monsieur Gouin’s method wholesale, which I’ll discuss in the next video. While she drew inspiration from Gouin’s emphasis on meaningful context and natural learning, she developed her own approach to modern language learning that better fit within her broader educational philosophy.
Charlotte Mason and Laying a Foundation for Fluency
…children should learn French orally, by listening to and repeating French words and phrases… – Charlotte Mason (Vol. 1, p. 80)
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Although Charlotte Mason admired François Gouin, especially his understanding of natural language acquisition, and his influence is evident in her approach, she adapted his ideas to fit her broader, literature-rich, child-respecting vision of education.
But this does not mean that she started with “living books” in a foreign language. Rather, she wanted learners to go through the natural language acquisition process and then move into her educational philosophy in the new language.
Miss Mason wrote, “The child should never see French words in print until he has learned to say them with as much ease and readiness as if they were English” (Vol. 1, p. 301).
She’s clearly saying that a foundation of talking and listening precedes reading. You start to get a sense that there is a timing to when specific actions should happen to build fluency—which is similar to skills built in English.
TalkBox.Mom explains this timing with the fluency pyramid, illustrating the different stages of fluency. There are four layers, and each is built after the previous layer is built.
The foundational layer of fluency is talking and listening. In the beginning of this stage of one’s first language, the child listens and mimics. It’s the same in a foreign language. Miss Mason writes, “..children should learn French orally, by listening to and repeating French words and phrases…” (Vol. 1, p. 80).
It’s important to note that Miss Mason is not endorsing learning individual words without context for how to use them in a full phrase. For her, it’s a given that the words are put into phrases as they are learned—including natural phrasing a native speaker would use and idioms.
She writes, “Of course, his teacher, will take care that, in giving words, she gives idioms also, and that as he learns new words, they are put into sentences and kept in use from day to day” (Vol. 1, p. 301).
For Charlotte Mason, words are learned in phrases that are used day to day—just like in TalkBox.Mom’s proven roadmap.
The core of natural language acquisition is that the language is used. That the child says the phrases, quote, “with as much ease and readiness as if they were English,” end quote (Vol. 1, p. 301). It needs to feel like a second language.
This is living speech. Individual words would kill living speech.
Once the foundation of talking and listening is laid, you’ll remember from the natural language progression that TalkBox.Mom also mentions telling stories. In the Charlotte Mason world, you’ll know an enhanced focus on this ability as narration.
For English studies with Charlotte Mason, narration happens around age 6 or Form 1 as formal lessons begin. For a foreign language, you might begin narration 1-2 years into your studies as a speaker is experiencing that ease and readiness, which is much faster than 6 years.
That’s because it’s not necessary that we need to wait 6 years but that at the age of 6 we reach what Charlotte Mason calls the “age of reason,” allowing children to develop the skill of narration.
In TalkBox.Mom’s Fluency Pyramid, the next layer of fluency is Reading and Copywork.
For Charlotte Mason, Reading and Copywork also start at age 6. Copywork is more than handwriting practice. It’s a multifaceted habit-building tool that develops handwriting skills, spelling and punctuation, grammar awareness, attention to detail, and an appreciation for beautiful language.
Children copy carefully chosen passages from living books, poems, Scripture, or other worthy sources—never random sentences.
This fluency layer is built on top of the listening and talking layer. In fact, research shows that typical children need to have heard words 46 million times to be ready for school and also 20,000 hours of listening in infancy and early childhood as a basis for reading.
You want that when your child sounds out “d-o-g” the image of a dog comes to their mind. That is fluency. It’s the same thing with a foreign language.
Of course, when you’re reading, you will run into words in English that your child has not heard yet; however, you’re able to define or describe them in English.
This is a helpful sign to know that your child is ready for reading and copywork in a second language. If your child is able to understand the definition of a word in another language or have it described in that language, your child is ready for the reading and copywork stage in another language.
Of course, in the listening and talking stage, the child can have books read to them by a native speaker so that they can hear and mimic the native accent. This was absolutely paramount to Charlotte Mason, she stated, “It is very important that he should acquire a pure accent from the first” (Vol. 1, p. 301-302).
We’re absolutely familiar with how reading affects pronunciation when reading in your first language. The most often times a native speaker mispronounces a word in their own language is because they learned to read it before they learned to say it.
The next layer of fluency on TalkBox.Mom’s Fluency Pyramid is dictation and transcribing. Dictation is not about random spelling tests. From Charlotte Mason, you know that it’s a carefully prepared exercise that helps a child internalize spelling, punctuation, grammar, attention to detail, and beautiful writing style. Charlotte Mason called it a method of “preparing the eye to take in a whole image of a word, or sentence, and reproduce it correctly.”
This stage happens at around age 10 or Form II for Charlotte Mason, setting the child up for success and not frustration as they naturally build on the copywork and reading stage.
Charlotte Mason believed students should develop a feel for language through reading, narration and copywork—not dissecting sentences.
Students in their first language or a foreign language can then study formal grammar with a focus on applied grammar. Like in Form III with Charlotte Mason, you begin to review and solidify parts of speech and their functions.
At this point with foreign language, the language is an additional language to feast through. As you grow in the language, so does the depth and responsibility of the child’s work.
Each Form builds on the last, with increasing independence, critical thinking, and written work in the language—reading primary source texts, writing essays and written narration, engaging with philosophy, logic, advanced science, economics, and continuing the study of nature and poetry. Charlotte Mason envisioned education as a feast of ideas and now that can be done in an additional language.
But don’t get overwhelmed. It all starts with the foundational layer and TalkBox.Mom makes that easy, giving you all the tools and support you need to start using another language with your family the same day you start the program.
Heidi Greening said, “After three years with a private tutor for our whole family, two mission trips to France for our oldest son, and a French degree in college for me, we’ve learned more functional French in the last two months with TalkBox.Mom than we ever learned in all that time.”
And now you know why she was able to make so much progress so quickly compared to studying grammar and vocabulary words. And if you’d love that for your family, go to talkbox.mom/free to try it for yourself.
Charlotte Mason and When to Begin
…they should begin so young that the difference of accent does not strike them, but they repeat the new French word all the same as if it were English and use it as freely… – Charlotte Mason (Vol. 1, p. 80)
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Charlotte Mason wrote that children should “begin so young that the difference of accent does not strike them, but they repeat the new French word all the same as if it were English and use it as freely” (Vol. 1, p. 80). This insight beautifully mirrors what modern research shows about language acquisition in early childhood. Scientists have discovered that children are born with the ability to hear and distinguish the sounds of every language in the world, but this ability begins to narrow around age four, as their brains specialize in the sounds of their native language or the languages that they’re often hearing. When children are exposed to a second language before this “sensitive period” closes, they are more likely to develop a natural-sounding accent and internalize the rhythm and tone of the language, just as Mason observed.
However, if your child is older, take heart—the best time to start is always right now. While early exposure offers unique advantages, children of all ages can still learn languages well—especially when the experience is joyful, consistent, and grounded in real-life use, just as Charlotte Mason encouraged. Starting now means you’re giving your child the gift of time: time to hear, speak, and use the language in ways that become meaningful and lasting. Mason didn’t advocate cramming or catching up, but rather a steady, living approach that honors where your child is and moves gently forward from there.
Most importantly, you’re not behind. You’re beginning at the very best time—the time you have. Whether your child is three or thirteen, this moment is rich with possibility. By bringing a second language into your home through everyday conversation, stories, songs, and play, you’re creating an environment where language can live and grow. Just like Mason envisioned, your child can still take in new words “as if they were English” and begin to use them freely—with confidence, curiosity, and joy (Vol. 1, p. 301).
The heart of TalkBox.Mom’s approach is exactly this. We know that if you focus on fun over perfection, you’ll improve your accent faster. That’s not just encouraging—it’s backed by research. Studies show that when you’re relaxed and enjoying yourself, your brain is better able to process and distinguish sounds. In fact, stress and anxiety can actually block your ability to hear subtle differences in pronunciation. But when you’re having fun—laughing, playing, and speaking without fear—you’re creating the perfect conditions for hearing more accurately, which naturally leads to better pronunciation. That’s why TalkBox.Mom focuses on using real phrases in real life, with joy at the center. It’s not about sounding perfect—it’s about connecting, growing, and building confidence one phrase at a time, no matter how old your child is.
How the Charlotte Mason-Inspired Family Chooses a Language
Again, all educated persons should be able to speak French. – Charlotte Mason (Vol. 1, p. 300)
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When it comes to which foreign language Charlotte Mason families choose to study, French is at the top of the list. In this video, I’ll explain exactly why that is and why your family might choose a different language.
Charlotte Mason said multiple times, “all educated persons should be able to speak French,” (Vol. 1, p. 300). Now, did she say that because French has a proven effect on one’s intelligence or morality that no other language has? Of course not.
Charlotte Mason was a British educator living in England with her most active teaching and educational reform spanning from the late 19th and early 20th centuries. During this period, France’s role in the world and its relationship with England or Britain more broadly evolved significantly, shaped by political, economic, and military developments.
Under Napolean III, from 1852 to 1870, France was a major imperial power, expanding its colonial empire in Africa, Southeast Asia, and the Pacific. It was a leading cultural, economic, and military force in Europe.
France was also involved in global conflicts, like the Crimean War from 1853 to 1856 where it allied with Britain against Russia. Then after the fall of Napolean III in the Franco-Prussian War in 1871, France entered the Third Republic, focusing on rebuilding its international prestige, expanding its colonial empire, and modernizing its economy.
The late 19th century, known as the Belle Epoque, was a period of cultural flourishing, scientific advancement, and economic growth in France. Paris was a global center of art, literature, and innovation.
Internationally, France sought alliances to counterbalance the rising power of Germany, culminating in the formation of the Entente Cordiale with Britian in 1904.
This was the world that Charlotte Mason educated in. There was a strong belief that speaking French was essential for educated Britons to engage with its influential neighbor, fostering cross-culutre understanding and intellectual exchange. Additionally, as an educator emphasizing a broad, liberal education, she saw French fluency as a key skill for accessing “living ideas” from French literature and philosophy, enriching personal development. You can see why she said, “all educated persons should be able to speak French” (300).
But if Charlotte Mason was planning your child’s education, in your family’s location, with different leading players in the world stage, would she still say, “All educated persons should be able to speak French”?
Of course not. That would disregard the totality of her philosophies and approaches, like living ideas, cultural engagement, global citizenship, and personal connection to learning.
A Charlotte Mason-inspired family choosing a foreign language today could approach the decision through the lens of her educational philosophy, which emphasizes living ideas, cultural richness, habit formation, and holistic child development.
As you’re choosing a language for your family, here are some key factors to consider, aligned with Charloote Mason’s principles and adapted to the modern context:
First, global relevance to become a Global Citizen. Mason’s philosophy aimed to cultivate broad-minded, compassionate individuals.
While Mason’s era emphasized French due to its role as a lingua franca, today’s families might consider languages with widespread use in international contexts, such as but not limited to Spanish (spoken across Latin America, Spain, and the U.S.), Mandarin (dominant in global business), German (central to engineering and science,) Japanese (key for technology, cultural exports, and trade) or Arabic (key in energy, diplomacy, and Middle Eastern studies). A family might consider languages spoken in nearby regions or communities to foster real-world engagement, such as Spanish in the U.S., French in Canada, or German in Europe, aligning with Mason’s emphasis on connecting learning to life.
Another Charlotte Mason factor to consider is cultural and intellectual richness (or a focus on “living books” and ideas).
Charlotte Mason emphasized exposure to “living books”—texts rich in ideas, culture, and humanity. A family might choose a language that opens access to a wealth of literature, philosophy, art, and history, such as French (for its literary tradition), Spanish (for its global reach and cultural diversity), or Mandarin (for its ancient philosophical texts and modern relevance).
Mason valued immersing children in the broader human experience. A language tied to a culture with significant global influence—past or present—might be prioritized, such as Italian for its wealth of art, music, literature, and architecture, French for its historical role in diplomacy and art, Russian for its literature, ballet, and music, Greek for its democracy, philosophy, science, and literature, or Arabic for its contributions to science, poetry, and contemporary geopolitics.
Two more factors to consider are person-centered approach and habit formation.
Mason believed learning should be delightful. A family might choose a language tied to the child’s interests (e.g., Japanese for a child fascinated by anime, or Italian for one drawn to opera or art), ensuring engagement and motivation.
Miss Mason emphasized narration to internalize learning. Language that lends itself to early oral practice, such as one with accessible conversational opportunities (e.g., Spanish in many communities), might be favored to develop fluency naturally. However, with today’s ease of travel, you can always take an extended trip with your family to practice the language in another country.
Because if you’re using TalkBox.Mom, you’ll be using the language with your family every single day.
Another two factors to consider are your heritage and family values.
For example, if your family has cultural or ancestral ties to a language, they might prioritize it to honor heritage, aligning with Mason’s emphasis on personal connection to learning. For example, a family with Italian roots might choose Italian, even if it’s less “practical.” Miss Mason’s philosophy was also deeply rooted in Christian values. A family might consider languages tied to religious or missionary work, such as French or Portuguese for outreach in Africa, or languages that open access to theological texts, like Latin or Greek.
The last two factors I would consider are long-term commitment and consistency
Mason emphasized consistent habits. A family might consider their ability to sustain language learning over time, choosing a language they want to speak to ensure regular practice. Keep in mind that Miss Mason’s approach often involved the whole family in learning. So a language that parents or siblings can learn alongside the child might prioritize a language you’re interested in as the adult to create a supportive learning environment where you’re engaged. Charlotte Mason was very clear that education should be directed by the teacher or parent who provides structure, discipline, and worthy content.
For my family, we speak multiple languages and are in different stages of our language journey with the confidence and doability of the TalkBox.Mom Signature Program. Each language choice for us was intentional. We actually chose Spanish for several reasons. My husband’s family is from Mexico, so speaking Spanish gives our children a personal and relational connection to their heritage. Because we live just a short flight away from Mexico, we’re also able to use the language in context during visits, making it come alive through rich cultural experiences. And within our own community, Spanish gives us countless opportunities to engage with others and practice being global citizens—something Charlotte Mason would wholeheartedly support.
German ties into my family’s heritage, with roots in both Germany in the 1800s and Switzerland in the 1900s. Chinese was chosen for its global relevance while Japanese and Korean came from our children’s feast of Eastern Hemisphere texts and expanded as we traveled to those countries.
In today’s interconnected world, any language you choose will open doors to new relationships and perspectives. The best language to learn is the one you’re excited to use—because, as Mason showed us, real learning happens when hearts are engaged and joy is present.
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