Pullman was born in Norwich, Norfolk, England, to RAF pilot Alfred Outram and Audrey Evelyn Merrifield. The family travelled with his father's job, including to Southern Rhodesia (now Zimbabwe), where he spent time at school. His father was killed in a plane crash in 1953 when Pullman was seven. His mother remarried and with a move to Australia came Pullman's discovery of comic books including Superman and Batman, a medium which he continues to espouse. From 1957 he was educated at Ysgol Ardudwy school in Harlech, Gwynedd and spent time in Norfolk with his grandfather, a clergyman. Around this time Pullman discovered John Milton's Paradise Lost, which would become a major influence for His Dark Materials. From 1963 Pullman attended Exeter College, Oxford, receiving a Third class BA in 1968, in an interview with the Oxford Student he stated that "he did not really enjoy the English course" and that "I thought I was doing quite well until I came out with my third class degree and then I realised that I wasn’t — it was the year they stopped giving fourth class degrees otherwise I’d have got one of those". He discovered William Blake's illustrations around 1970, which would also later influence him greatly Pullman married Judith Speller in 1970 and began teaching children and writing school plays. His first published work was The Haunted Storm, which joint-won the New English Library's Young Writer's Award in 1972. He nevertheless refuses to discuss it. Galatea, an adult fantasy-fiction novel, followed in 1978, but it was his school plays which inspired his first children's book, Count Karlstein, in 1982. He stopped teaching around the publication of The Ruby in the Smoke (1986), his second children's book, whose Victorian setting is indicative of Pullman's interest in that era. Pullman taught part-time at Westminster College, Oxford between 1988 and 1996, continuing to write children's stories. He began His Dark Materials about 1993. Northern Lights (published as The Golden Compass in the US) was published in 1996 and won the Carnegie Medal, one of the most prestigious British children's fiction awards, and the Guardian Children's Fiction Award. Pullman has been writing full-time since 1996, but continues to deliver talks and writes occasionally for The Guardian. He was awarded a CBE in the New Year's Honours list in 2004. Pullman also began lecturing at a seminar in English at his alma mater, Exeter College, Oxford, in 2004. He is currently working on The Book of Dust, a sequel to his completed His Dark Materials trilogy.

Audio recordings of language programs—streaming—have an advantage over print or academic classes because hearing is how humans learn to speak. That is how we learned our native tongues, and how we effectively learn second languages. As babies, we listened to our parents speaking. In our hard-wired desire to communicate, we learned our native language by imitating them. According to linguists, babies begin by distinguishing basic syllables, and around 3 months, start to babble, making simple sounds (“ba-ba-ba” or “ma-ma-ma”). They also imitate the tonal changes of their parents’ language. By sixmonths, they can distinguish the sounds of their native language fromthose of foreign languages and begin to practice its sounds, intonations, and rhythms.Most children by the age of 1 year can say a few simple words, even if they aren’t clear on theirmeanings. At 18months, most children have a speaking vocabulary of eight to ten words. By 2, they begin forming simple sentences. And then language fluency begins to soar. In the early 1900s, European linguists proposed that language learning would be better if it were conducted in the target language. In this approach—called the Direct Method (or Natural Method)—all directions, explanations, and definitions are given in the language being taught. In a French class, French and only French is spoken or read. All grammar is learned inductively. While this method most closely imitates the way we learn our first language, it is difficult to teach and can be frustrating and discouraging to learners. Most audio-based language learning programs combine both native and target languages into talking phrasebooks.