e art books seem to just pull me along in them, and it doesn't matter that I don't know some of the words because the writing and pictures are so interesting to me that I can skip over the words I don't understand and still get the main ideas.
Krashen discusses a type of language education called Sheltered Subject Matter Teaching. In this type of immersion, one becomes so involved in the limited subject matter that the language skill automatically improves (Krashen, 1992, p. 30). This seems to be true for me. I am so eager to explore these artistic ideas that, along with getting a grasp on those new concepts in the area of art, I improve my reading, almost without even working on it. This process I would enjoy even more if I were in a group where I could talk about the ideas I learn, try the art methods, and show them to others. Probably I would be so excited about the things to do with the art materials that I would not feel self-conscious about not saying the words perfectly or remembering exactly what the writer said.
Ernst L. Moerk describes a model of language acquisition that seems to apply to me when I read art books. He calls it the model of culture learning, that is a "bain du langage" in which a person becomes so inv
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