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Kickstart Your TESOL Career

Here’s a cross section of TESOL Master’s Programs on offer

Never has it been more important to improve qualifications — So to help you choose the program that’s right for you, here’s a cross section of TESOL Master’s Programs on offer:

University of Alabama at Birmingham
UAB offers a M.Ed. in TESL with traditional and alternative tracks to provide a master’s degree and certification for teaching ESL in K-12 schools; its international track provides a master’s degree for teaching ESL/EFL to adult learners. This standards-based, learner-centered program combines online support with several course delivery formats: site-based professional learning communities, one-week summer institutes, Saturday classes, blended instruction, totally online platforms, field experiences, and internships. UAB’s ESL teacher preparation program produces research-based outcomes in collaborative mentoring and coaching. In 2002, the program became available to distance learners; it currently averages 35 graduates a year. Students and alumni teach ESL in one third of the school districts across Alabama, in schools and colleges in 11 states and 12 countries, and in programs ranging from rural community outreach to postdoctoral academic writing.

American College of Education
American College of Education is an online distance learning college offering flexible, affordable M.Ed. programs in Curriculum and Instruction with Bilingual or English as a Second Language specializations as well as concentrations and endorsements in both areas. The M.Ed. program can be completed in 18 months for only $6,950, with no GRE required. Graduates may use the knowledge gained for eligibility for state certification or endorsement. Full ESL endorsement requirements vary by state (IL, FL, GA, LA) and range from four courses at $2,320 to seven courses at $4,060. Bilingual endorsement requirements vary (IL, LA) and range from two courses at $1,080 to seven at $4,060. Educators should check with their respective state Department of Education for determining the endorsement requirements of their state. American College of Education is accredited by The Higher Learning Commission and is a member of the North Central Association of Colleges and Schools.

American University
TESOL Program at American University offers a variety of opportunities in TESOL and is distinctive due to its balance of theoretical and practical exploration. Students read and conduct research in the field of TESOL to inform their teaching practices; plan lessons; design assessments; and are present in English language learning environments from the beginning of their TESOL course of study. Program faculty draw on their extensive teaching, research, and multicultural experiences to provide guidance to students. The Program offers MA in TESOL (with a joint AU/Peace Corps option), Graduate Certificate in TESOL, BA/MA in TESOL, and M.A.T. and Certificate in ESOL tracks in conjunction with the School of Education, Teaching and Health. The program welcomes students on full-time and part-time basis and offers a limited number of Merit Awards. Our graduates in TESOL/Applied Linguistics work successfully in the U.S. and abroad.

Anaheim University
The online MA in TESOL degree program is taught in real time. The esteemed faculty includes world leading linguists and former TESOL presidents Drs. David Nunan, Kathleen Bailey, Denise Murray, Jun Liu and renowned linguists Drs. Rod Ellis, Ken Beatty, Andy Curtis, Martha Cummings and Fran Byrnes. Students contribute to online discussion forums and attend live weekly webcam classes. This accredited program, comprised of ten nine-week online courses and a research portfolio, can be completed in one to two years. Students also have the opportunity to meet their professors and fellow students in person at two four-day residential sessions, which are held annually in California and other locations around the world.

University of Arizona
The English Language/Linguistics program offers a 30 credit hour M.A. in English as a Second Language, focusing on applied linguistics, second language acquisition, and TESL/TEFL. The program balances theory and practice, and features courses on pedagogy, SLA theory and research, technology, applied English grammar, language program administration, cultural dimensions of SLA, and L2 reading/writing. Electives can be taken in many departments with specialized concentrations in language pedagogy or SLA; all students complete a capstone project. Students have opportunities to intern with the university’s nationally accredited Center for English as a Second Language and to participate in events put on by prestigious university programs like the Ph.D. program in Second Language Acquisition and Teaching (SLAT) and the Center for Educational Resources in Culture, Language and Literacy (CERCLL). Some M.A. credits transfer to the SLAT Ph.D. upon admission. Financial support and conditional admission are possible.

Biola University
The one-year graduate TESOL certificate (diploma) and the two-year MA TESOL programs are designed for Christian students looking for “professional preparation, contextual sensitivity, cultural appropriateness, and ethical service in the name of Jesus.” Novice teachers are invited to join the on-campus program in La Mirada, in the beautiful multi-cultural Los Angeles area. Experienced or in-service teachers can do the online program. The programs are both rigorous and practical, providing a strong theoretical base for teaching along with hands-on skills. Small classes enable students to have personal interaction with the faculty, all of whom have extensive experience teaching in international contexts. Required classes at the first-year/certificate level include linguistics, methodology, materials, pedagogical grammar, intercultural communication, second language acquisition and practicum. At the second year/MA level, required classes include testing and classroom research, along with electives in such areas as vocabulary, reading, writing, course design, and technology.

Central Michigan University
CMU’s MA TESOL program is a 30 credit program designed to prepare teachers for careers in TESOL in the U.S. or abroad. Students study the formal aspects of language, its acquisition and use, and gain knowledge and experience in current theories, approaches, and methods of language teaching and language assessment. The range of courses includes strong emphasis on connections among functional accounts of language, discourse and genre analysis, and pedagogy. In addition, the program provides students with practical experience to complement their studies of current theory. Through the program’s close ties to CMU’s English Department, Writing Center, and English Language Institute, students have multiple opportunities to work with language learners during their studies in the MA program. This includes one-on-one activities like tutoring, as well as classroom observation and practicum teaching placements. Graduate teaching assistantships are also available.

Columbia International University
The MA in TESOL program prepares professional teachers of English to speakers of other languages with a foundation in the theory and practice of English language teaching. The aim of the program is to prepare theoretically informed and practically equipped, competent, caring, and culturally sensitive ESOL teachers and leaders for domestic and international K-12 and adult classrooms. Upon completing this program, students will be recommended to receive ACSI certification in TESOL. Upon completion of the M.A. in TESOL, graduates will be able to teach in ACSI accredited K-12 international schools, overseas public or private K-12 schools and universities or language institutes, North American Christian schools, some public school districts, depending on state licensure requirements, and teach English at a professional level all over the world (in both English speaking and non-English speaking countries).

Concordia University
Concordia University, preparing teachers for the transformation of society for more than 100 years, offers a fully online, one-year Master of Education degree in Curriculum & Instruction in English to Speakers of Other Languages. The ESOL degree is designed to equip graduates with instructional strategies that promote learning for non-native English speakers, from elementary school through adulthood. The coursework capitalizes on the uniqueness of learners, focusing on creating vibrant learning communities. Concordia graduates are scholar-practitioners, learning and applying contemporary instructional strategies and tactics to their everyday practice, through rigorous and research-based study. New cohorts start every month; the one-year program is designed for working professionals, and coursework is structured to fit around their work and life commitments.

University of Central Missouri
The TESL Program at UCM is aligned with TESOL’s Program Standards. Courses challenge students to explore the structure of English, the acquisition of language, and the role of culture in learning; provide guided practice in planning, implementing, and managing English instruction and assessment; and encourage students to exercise professional leadership in their field, workplaces, and communities. One-third of the UCM TESL student body is international students, and another third is part-time students studying evenings and summers. Distance courses are offered in the surrounding area via interactive television. Upon completion of 21 credit hours of study within the 33-hour program, students who hold Missouri teaching certificates can add certification in K-12 ESOL.

East Carolina University
The MA in English with TESOL concentration prepares professionals for career opportunities in both the public and private sectors, including teaching and training (junior and four-year colleges and English as a Foreign Language overseas), teaching English for Specific Purposes (such as business English), and teaching and training in North Carolina public schools by those who already hold teacher licensure in other areas of expertise. Delivered by a team of specialists in applied linguistics/TESOL, discourse analysis, and sociolinguistics, the curriculum provides comprehensive training that meets the demand for competent professionals in the field. The TESOL concentration is designed to meet the needs of both working professionals and full-time students, and feature both online courses and campus evening courses. In addition, they offer a nine-credit Certificate in TESOL that can be completed entirely online.

Eastern Michigan University
EMU has been preparing TESOL professionals for over 30 years to pre- and in-service teachers from the U.S. and abroad. Current programs prepare graduates to work in K-12 through graduate and undergraduate endorsements in ESL, and to work worldwide through the TESOL Minor (24 credit hours) and MA-TESOL (33 credit hours). Professors are long-term TESOL professionals who all teach ESL as a regular part of their course load. Supported by the Intensive English Program, TESOL courses at EMU provide students with opportunities for practical hands-on experience teaching international students in Michigan and abroad.
The latest offering, the Peace Corps Master’s International in TESOL, incorporates 27 months of Peace Corps service into the standard MA program. Applications are accepted for January or August admission.

Emporia State University
ESU’s online TESOL program is designed for both in-service and pre-service teachers seeking to better serve their English learner students. Offering a Master of Arts degree as well as a Licensure program, ESU offers training for busy professionals around the world via online classes taught by faculty members who are actively engaged in conducting research in the field. Since 2001, the TESOL Licensure coursework model has been the core of $6 million in federally funded professional development grants to provide training for in-service teachers in high-need districts in Kansas.

University of Findlay, Ohio
UF has been at the forefront of the international education field for more than two decades, having founded its MA in TESOL and Bilingual Education program in 1989. Students may choose from three different tracks: Master’s in TESOL/Bilingual Education, 36 hours; Master’s with Endorsement (for licensed teachers), 36 hours; Endorsement Only (for licensed teachers), 21 hours. Findlay prides itself on personalized attention, and offers small classes that include hands-on, practical experiences both in the classroom and in the community. Students, both international and American, gain teaching experience in UF’s Intensive English Language Program, overseas affiliated institutions (Peru, Japan, Korea) and local kindergarten-12 schools. The endorsement program allows licensed teachers to increase their marketability. Findlay graduates become expert teacher-practitioners and often serve as leaders within second or foreign language/bilingual programs. Many master’s graduates go on to study at the doctoral level.

University of Iowa
The University’s Department of Linguistics offers a two-year M.A. program in linguistics with a three-course TESL focus. In addition to the core curriculum in phonology, syntax and field linguistics and typology, the TESL sequence includes a methods of teaching ESL course, and a practicum course of supervised ESL teaching. The Department of Linguistics has particular strengths in phonology, syntax, and second language acquisition. Students who have completed the TESL focus are eligible in the second year for assistantships in ESL teaching. The M.A. in linguistics with ESL qualifies the graduates for teaching ESL at universities in the U.S. and abroad. M.A. graduates are highly successful in finding teaching positions.

Lincoln Christian University
The MA TESOL at LCU is completely online and is designed to fit the schedules of working adults. This 33-credit-hour program consists of 11 classes, including a 100-clock-hour Practicum experience and a capstone research course. Students generally take one class at a time, each of which lasts seven weeks. All activities are asynchronous to accommodate time zone differences. Classes run year round, so those who go straight through the program can complete the MA in 21 months. New cohorts begin each fall and spring and there is an online training course before each start. The class sizes are small, with no more than 18 students in any one class. Current students are living and teaching in 13 different countries, making the discussion forum interaction rich and full. As a faith-based institution, classes are taught from a biblical worldview.

Madonna University, Livonia, MI
The MA in TESOL at MU is a graduate program designed to educate and train teachers of English as a second or foreign language. The program offers sound foundations in theoretical and applied linguistics, educational theory and practice, as well as in cultural aspects of language learning, teaching, and assessment. Many courses are offered partially online. Students choose to concentrate either in K-12 (33 semester hours) or adult/post-secondary ESL/EFL education (32 semester hours). K-12 track students are eligible to take the State of Michigan test for the ESL endorsement. The program is approved by both the State of Michigan and NCATE/TESOL.

University of Mary Washington
UMW’s graduate programs in TESOL are designed to prepare skilled, reflective, and responsive teachers in this rewarding teaching field. Offered through the College of Education, several programs are available which lead to an MEd degree (36-46 credits) or a certificate (17-18 credits). Students in these graduate programs gain the knowledge and skills to effectively support English language learners through research-based techniques appropriate across a variety of instructional contexts, including PreK-12, adult, and higher education. The University is in Fredericksburg, Virginia, where graduates of the programs in ESOL instruction are in high demand.

University of Maryland, Baltimore County
UMBC has been preparing TESOL teachers since 1979. Its instructional staff of Drs. JoAnn Crandall, Sarah Shin, John Nelson, Chuck Hodell and Ron Schwatz are widely known in the field, both nationally and internationally. Today the program has more than 120 students in its MA, Certificate and Cohort programs. All classes are offered online as well as face-to-face. Students can take courses on a full-time or part-time basis. For face-to-face students, classes are offered in the early evenings to accommodate students with professional obligations. Program options include taking an MSDE recognized certification internship, and also preparing a thesis by doing original research in the ESOL field.

University of Memphis
The English Department at UOM offers a variety of TESL training programs for those interested in teaching ESL in the US or abroad. The program addresses students’ varying needs and professional goals. Students may complete a BA or MA with a concentration in ESL, and the MA may be completed entirely online. The PhD in Applied Linguistics program prepares future researchers or teacher trainers. Finally, for training beyond the BA, students may choose the 15-credit-hour graduate certificate program in TESL/TEFL, which may also be completed online. Students in all programs have the possibility of gaining undergraduate or graduate credit while working in ESL summer institutes in Pilsen, Czech Republic, and Alicante, Spain. Graduates of the program work in K-12 schools, intensive institutes, and institutes of higher education in the U.S. and abroad.

Minnesota State University, Mankato
The TESL program at MSU has three credential options: MA, Graduate Certificate, and K-12 licensure.
The 34-credit MA program is designed for both native and non-native speakers of English, preparing candidates for employment in teaching, program administration, and curriculum development. A capstone project in the form of a thesis, an alternative-plan paper, or a teaching portfolio is also required.
The 24-credit Graduate Certificate prepares candidates for careers in teaching English as a second or foreign language to adult learners in the U.S. and abroad. 25-graduate credits plus an additional 30 credits in education prepare candidates for teaching ESL to K-12 students in U.S. public schools.
The coursework for these programs develops candidates’ knowledge of how the English language operates and the skills required to teach it effectively. All TESL-licensure courses and some of the MA and GC courses are available online.

Monterey Institute of International Studies
The MATESOL and MA in Teaching a Foreign Language (TFL) programs feature an applied creative curriculum that is distinguished for its solid foundation in the fields of linguistics, language pedagogy, and applied linguistics research. This curriculum is combined with practical experience, a collaborative academic community, and strong career development, ensuring that graduates are well prepared for international careers as language teachers, curriculum developers, language program administrators, and teacher trainers.
The expert faculty serve as leaders on local, national, or international language teaching organization boards and committees, while sharing their expertise with students. The optional certificate programs in Language Program Administration (LPA), Computer Assisted Language Learning (CALL), TESOL or TFL give students the unique opportunity to gain additional skills and expertise that set them apart in the professional world.

The New School
The New School in New York City offers an innovative master’s program in TESOL that can be completed online, on campus in Greenwich Village, or in combination. The program enables students to receive professional training in one of two specialized areas, teaching or curriculum development. Dynamic class discussions are led by renowned TESOL scholars, including Scott Thornbury, Radmila Popovic, Jeremy Harmer, and John Fanselow. The New School is known for its commitment to civic engagement and the development of creative solutions to global issues. New School students understand the importance of effective communication in business, politics, nonprofit management, and education. Some have taught TESOL; others are ready to launch new careers in a field that allows them to help others and work across borders and cultures.

University of North Dakota
UND offers a fully online accredited Master’s in ELL Education that immerses students in an international community of learners committed to improving English language education for children and adults worldwide. Through courses and practicum experiences, students gain both the theoretical and practical knowledge they need to understand the complex linguistic, educational and cultural variables associated with teaching English learners. Flexibility in assignments allows students to prepare themselves to teach in a wide variety of English language settings. Students will work closely with a faculty advisor during their final semester in completing a scholarly project based upon their interests. The affordable program offers two courses per semester, allowing working professionals to complete the degree in two years. Completion of the degree will fulfill ELL endorsement requirements in many states, as well as provide a solid credential for those seeking international English teaching employment.

Northcentral University
The M.Ed. in ESL is an in-demand, 30-credit specialization that can be completed entirely online through NU’s distant learning environment, where faculty mentors interact with students one-on-one. The degree provides students with the skills needed to understand learning theory, apply appropriate instructional strategies, and integrate technology for working with diverse student populations. The program aims to produce graduates who understand the scope, pace, and magnitude of the transformation of education within the world; and to assist students to meet the challenges of state and national standards, while meeting the learning needs of educators who work beyond the classroom. NU uses a personalized teaching model wherein students and mentors interact asynchronously during a course to achieve learning outcomes. Mentors function as instructors, facilitators, guides, consultants, and evaluators. NU is accredited by The Higher Learning Commission and provides students with an affordable, flexible way to meet professional and educational goals.

Northeastern Illinois University
NEIU is the most diverse public university in the Midwest and has a long history of preparing professionals in TESL who work in the Chicago area and beyond. With its main campus located on Chicago’s northside, the university offers a specialized master degree program in the field which has been aligned with the professional standards of the TESOL Intl. Association. Additionally, courses at both the undergraduate and graduate levels are offered leading to an endorsement in teaching ESL public schools in the State of Illinois.

Northern Arizona University
The degree programs at NAU prepare for a career as a bilingual or English as a Second Language teacher, bilingual or ESL resource teacher, or a teacher responsible for providing second language instruction and support in the regular classroom. Students can take classes on campus and online, or complete the entire program online from anywhere in the world. There is a growing demand for educators in the field of bilingual and second language education, which can help students secure a position as a specialist in these fields or fulfill state endorsement requirements for working with second language learners.

University of Northern Iowa
Located in a welcoming and safe community, UNI’s TESOL program offers a challenging educational experience that helps students achieve their career and scholarly goals. Balancing theory and practice, the program also offers many opportunities for international internships. Graduates of the program teach in the U.S. and abroad or work in a variety of businesses, other professions, and the arts. Many also go on to doctoral programs in fields such as linguistics or educational leadership. A Master’s Program in TESOL/Modern Languages is also offered, with a choice of Spanish, German or French. This program requires proficiency in the other language and is an excellent way to broaden horizons.

Ohio Dominican University
The MA in TESOL at ODU is designed for those seeking to expand their knowledge, skills, and dispositions for TESOL. Based upon national standards for ESL teacher education programs, the program balances research with practice in an adult-friendly format. Candidates take 11 courses for the MA, and they complete 100 hours of field experience before taking the practicum or student teaching. Through coursework and a thesis or project, candidates are also prepared to do advanced work in TESOL if they so choose. By passing one additional course and the Praxis II exams, candidates qualify for the TESOL Multi-Age License in Ohio. ODU also offers TESOL endorsement to holders of teaching certificates or licenses, and all endorsement courses count towards the MA. Graduates of the program have been very successful finding work in the field.

University of Oregon
The MA in Linguistics with a Language Teaching Specialization (LTS) is a unique 15-month (5 quarter term) program designed for the second or foreign language teacher. Students may specialize in English teaching (ESL/EFL) and/or the teaching of other languages (Chinese, Japanese, Korean, German, Spanish, Persian, etc.) in collaboration with other language departments (East Asian Languages & Literature, Romance Languages, the Northwest Indian Languages Institute, and the World Languages Academy). One of the primary goals of the program is to prepare leaders in international education and language teaching, with a focus on technology in teaching, proficiency-based testing, and the adaptation of research-based principles and methods to fit a variety of language learning situations. Students prepare a final applied project for a “real” teaching context.

Pepperdine University
Advancing your education and subsequent career in teaching English learners is even more attainable now that Pepperdine University offers a master’s degree in this specialized field. At Pepperdine’s nationally recognized Graduate School of Education and Psychology, candidates can earn a M.A. in Education: Teaching English to Speakers of Other Languages (TESOL) – in just one year.
Pepperdine’s TESOL program convenes at the Irvine Campus in Orange County, and begins a new cohort each fall.

Saint Michael’s College, Vermont
The MA TESOL program at Saint Michael’s College is one of the oldest in the U.S. It can be completed in one calendar year and is surprisingly affordable, with tuition below $20,000 for the entire program.
Coursework blends theory and practice in order to best prepare students for careers in teaching in the U.S. and worldwide. First, students learn theories about the teaching of English as a second or foreign language in the classroom. Then, they apply what they have learned by working directly with ESL students at the college, with immigrants and refugees in the Burlington area, or with children in the Vermont school system. Students may also take courses and do practice teaching in other countries.
SMC facu lty are well-known in the fields of TESOL and Applied Lin­guistics for developing bridge programs, assessment tools, and curricula.

San Jose State University
SJSU has offered TESOL courses since the 1960s. In addition to the MA in TESOL, the Department of Linguistics and Language Development offers an undergraduate and graduate certificate in TESOL. With a solid foundation in pedagogical grammar, teaching methods, language acquisition, curriculum design, intercultural communication, pragmatics, as well as linguistics, graduates go on to teach in intensive English programs, community colleges, adult education programs, and universities in the U.S. Many teach EFL abroad, while others find employment teaching and designing curricula in English for Specific Purposes in Silicon Valley. Some pursue PhDs in applied linguistics and related programs elsewhere.

Shenandoah University
Shenandoah offers programs of study leading to a graduate degree (MS Ed TESOL) and certificates in Teaching English to Speakers of Other Languages. Drawing on best practices for online distance teacher education, our program serves those students seeking professional development and who now (or hope in the future to) work in English language teaching worldwide in a variety of programs in K-12, university or college level and adult education programs.

University of the Southwest
The University’s degree in Curriculum & Instruction: TESOL is designed for aspiring TESOL teachers who are not bilingual. All of the coursework is completed through distance education. Students acquire an in-depth knowledge of TESOL best practices, current research, program and curriculum development techniques, relevant legislation, and other appropriate content.

TESOL Certification

American TESOL Institute
American TESOL certification courses are designed to get students working as quickly as possible. Whether in a traditional classroom setting or online, TESOL courses and certification take from 80-200 hours. Following that, ATI offers support with job placement abroad. The demand for English teachers with TESOL certification is growing faster than the number of graduates.

The internet is revolutionizing education, and a popular option is to take TESOL courses online. For people who live in remote locations or who work during the day, the option of learning at home is always welcome. Once the certification is completed, students will be knowledgeable in the theories of TESOL, and be able to present a lesson plan in the classroom.

The Institute offers the opportunity to earn college credit, get certified, and teach English abroad. Recent graduates, people changing careers, or people contemplating a few more years of working before retirement are all perfect candidates to take TESOL courses.

October 2011

Real World Education

October 2011 Cover

The decade since the horrific attacks of September 11, 2001 has been dominated by the continuing “war on terror” and, more recently, persistent, economic recession. There may be a relationship between these two conditions but the reasons for them are less important than the measures we can take to mitigate their negative consequences. Remarkably, educators and educational activists, especially those in the language and literacy field, should feel empowered by the realization that their work can help to counteract the damage of these seemingly unsolvable problems. more

 

IN THIS ISSUE:

Survival Speech
Brian Lamar finds out first hand from Fort Carson troops how language training saves lives

Generational Divide
Lois Spitzer argues that teachers of all disciplines need to adapt to the needs of differing groups of non-native English learners

Need Children Read ‘Proficiently’ by Grade 3?
Stephen Krashen presents some possible misinterpretations of the ‘Double Jeopardy’ study

The Digital N8ives are Restless
Alan Rudi of Thesys International explains how hybrid education can help to include all learners whatever their language background

Learning in the Active Voice
It’s hardly surprising that combining language study with a worthwhile activity has become more popular than ever — luckily, the array of options is increasing to meet the demand

Kickstart Your TESOL Career
Here’s a cross section of TESOL Master’s Programs on offer

English, Chinese, French Most Useful for Business

Last Writes Richard Lederer and attracting opposites

About the Turkish Language

About the Turkish language

See also: Turkish language

History

The earliest forms of the Turkish language were written in Orkhon script.

During the Ottoman Empire, Ottoman Turkish was influenced mainly by Arabic and Persian. The primary writing system was based on Arabic and Persian script. Due to the difficulty of learning the script only about 10% of the Ottoman Turkish population were literate.

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Atatürk introducing the new Turkish alphabet to the Turkish public.

However, in 1928, modern Turkey’s hero, Mustafa Kemal Atatürk, had changed many things about the Turkish language. He changed the writing system to a Turkish variant of the Latin alphabet (without the letters Q, W or X, and added the letters Ö and Ü from German, Ç from Albanian, Ş from Romanian; and also added the letters Ğ, I, and İ to represent certain sounds which weren’t present in any other Latin-based languages at the time), and replaced many loanwords with older or constructed Turkish words. The change of the writing system heavily benefited Turkey’s youth, and during the 1930s, the literacy rate shot up to 70%. Today, the overall literacy rate is approximately 87%, but the reason for the seemingly low literacy rate (for our time) has to do with personal family matters rather than any difficulty, even though it’s compulsory for all Turks to go to school up to the age of 16, so technically their parents are both breaking the law and depriving their children of a wonderful gift: knowing how to read and write.

Geographic distribution of Turkish

A map showing the number of Turkish speakers by country.

In terms of number of speakers, Turkish is the largest Turkic language in the world, spoken by approximately 100 million people worldwide.

Turkish is the official language of Turkey and the Turkish Republic of Northern Cyprus, and is a recognized minority language in Kosovo and Macedonia.

There are also two million Turcophones in Germany, due to its very large Turkish minority living there; a slightly smaller minority living in Bulgaria; and also over 100,000 living in France, Netherlands, Belgium, United Kingdom, Austria, United States and Uzbekistan. There are also smaller Turkish-speaking minorities living elsewhere, most notably Greece, Russia, Canada and Azerbaijan*.

Dialects

Within Turkey

Standard Turkish is basically the Turkish spoken in Istanbul, which has no particular accent, and is spoken clearly, smoothly and slang words are non-existent.

However, Turkey is a place full of surprises and diversity, and many dialects of Turkish exist. Here are the most common:

  • Rumelice, which is spoken by muhajirs in the Rumelian area.
  • Edirne, spoken by the inhabitants of Edirne*.
  • Doğu, spoken in eastern Turkey, influenced by Azerbaijani.
  • Güneydoğu, spoken in southeastern Turkey, heavily influenced by Kurdish.
  • Karadeniz / Laz, the former spoken in northern Turkey in areas surrounding the Black Sea, and the latter spoken by Laz people in the same region*.
Outside Turkey
  • Karamanlıca – spoken in Greece by Karamanlides, a Greek Orthodox, Turkish-speaking people whose ancestry goes back to central Anatolia.
  • Kıbrıs – a dialect of Turkish spoken by Turkish Cypriots.

So yes, there’s a variety of different dialects spoken by Turks, but don’t let that put you off, because most Turks, regardless of whether they speak standard Turkish or a certain dialect, will understand standard Turkish, as it’s the standard for all schools in Turkey and Northern Cyprus.

Learning the language

Many people whose native language is not Turkish complain that Turkish is very hard to learn. Turkish, being an Altaic language, has grammar and vocabulary that is very different from Indo-European languages. Learning Dutch for a Brit or learning Italian for a Romanian is much easier than them learning Turkish. On the other hand, there are similar languages to Turkish such as Mongolian or Kazakh.

Advantages of Turkish (for English)

    • There is no pronunciation help next to the word. Because every letter is pronounced the same in every word.
    • Turkish is a phonetic language. Learning the alphabet is enough to pronounce the word correctly.
    • Once you hear a word, you’ll know where to look in the dictionary.
    • There are no dots dividing the word into its syllables or marks indicating a stressed syllable.
    • Spelling determines the syllable count and stress.
    • There are no inflected forms.
    • Turkish nouns have no gender and its verbs are all regular.
Look at a noun and you’ll know all its declensions.
Look at a verb and you’ll know its tense, voice, etc.
  • Turkish has no articles.
  • You can hardly ever find exceptions in Turkish. Nearly all words obey strict rules.

The benefits of learning Turkish

Approximately 250 million people worldwide speak a Turkic language, Turkish being the most common. However, all Turkic languages have a very high degree of mutual intelligibility, therefore learning Turkish means you can speak to 100 million more people properly, and 150 million more roughly, but still understanding the basic gist of the conversation.

So, 250 million, that’s a lot of people, huh? Doesn’t that sound like good business and marketing opportunities to you? Trust me, Turkic countries aren’t as impoverished as you think. The West’s definition of poor is actually very exaggerated. Many, much poorer countries are still good places to do business. Take Africa, for example. At the moment African countries have the fastest growing mobile market in the world. When entrepreneurs hear news like this, they immediately appreciate Africa’s potential to generate lots of revenue in the mobile phone industry. As for Turkey, it’s richer and in better shape than most African countries, so financially you could do really well there. As a matter of fact, Turkey is a member of the G20, and is the 17th most industrialised country in the world. Turkey’s GDP ranks 17th, and has one of the fastest GDP growth rates in the world. Turkey has a developed services sector; a large, rapidly growing tourism sector; as well as construction, electronics, textiles and automotive industries which are very important to Turkey’s economy. So who says Turkey’s economy is bad?

Turkey and Northern Cyprus are also political hotspots, with many things going on in the Turkish parliament and politics. If you ever have to deal with Turkish or Turkish Cypriot affairs, learning the language would be highly beneficial.

On a much less serious matter, Turkish is a very beautiful-sounding language. Turkey and Northern Cyprus are actually incredibly beautiful places themselves, and are definitely worth visiting, so knowing the local language would be very useful.

Related languages

There are many languages related to Turkish in the Turkic family. Of these, Wikibooks of the following languages are available.

  • All external links in this article link to the English Wikipedia site.
  • Turks don’t refer to southern Cyprus as Kıbrıs Cumhuriyeti (i.e. The Republic of Cyprus), because Turkey, and of course Kuzey Kıbrıs Türk Cumhuriyeti (the Turkish Republic of Northern Cyprus), are two of the only places in the world which don’t recognize it. Instead, they refer to Southern Cyprus as the Güney Kıbrıs Rum Kesimi (the Greek Side of Southern Cyprus).
    • Turks, particularly Cypriot Turks, find it offensive when you refer to Southern Cyprus as The Republic of Cyprus, because the definition of The Republic of Cyprus takes the entire island into account, including Northern Cyprus.
    • Unlike most languages, when you say the word Kıbrıs, Turks immediately assume you’re talking about Northern Cyprus, so when trying to refer to Southern Cyprus, you must say Güney Kıbrıs (southern Cyprus).
  • Quite a few of the new loanwords are now either seldom used or the old equivalents are used as much as the new ones.
  • The Azerbaijani language is, like Turkish, a member of the Altaic, more specifically, the Turkic language family, and is therefore extremely similar to Turkish. For example, a Turkish speaker listening to an Azeri conversation, or vice-versa, could probably understand the basic gist of the conversation without having to learn the language of it. Azerbaijani is sometimes even considered as a Turkish dialect.
  • Edirne is the westernmost city in Turkey, and is close to the borders of Greece and Bulgaria. Because of this, the Edirne dialect is influenced by Greek and Bulgarian.
  • Laz people have their own language called Laz language, which is spoken mainly in Georgia and the Black Sea region of Turkey.
    • Although most non-Laz people in Turkey tend to regard Laz people as all inhabitants of the Black Sea region of Turkey, Laz people prefer to differentiate themselves from the other inhabitants of the area.

Europe’s Powerhaus

Daniel Ward thinks a German immersion program makes more than economic sense

More people speak German as their mother tongue than any other language in Europe. Germany alone has 83 million inhabitants and German is also an official language of Austria, Switzerland, Luxembourg, and Liechtenstein. And, it is the native language of a significant portion of the population in northern Italy, eastern Belgium, the Netherlands, Denmark, eastern France, parts of Poland, the Czech Republic, Russia, and Romania, as well as in other parts of Europe.

Many people also learn German as a second language. It is the third most popular foreign language taught worldwide and the second most popular in Europe and Japan, after English.

Knowledge of German can greatly improve employment opportunities — Germany has the largest economy in the European Union and the fourth largest in the world. From cars to machinery and industrial equipment, from pharmaceuticals to household goods, German businesses earn a third of their income through export, and a quarter of all jobs depend on exports. The competitiveness and desirability of German products are evidenced by the country’s substantial trade surplus, which continues to grow every year.
However, there is much more to German than economics — it is still a leading language of science, literature, art, philosophy, and history. Probably as a result of these expertises, Germany is also probably the world-leader in environmentalism, which looks set to offer some of the most exciting careers in the next few decades.

This is a land of Bach and Mendelssohn, Wagner and Goethe, Robert Schumann and Johann Böttger. This is also the land and its people who played a huge role in bringing about the fall of Communism, when tens of thousands of people took to the streets to protest in Leipzig. A unique cultural landscape exists in the very heart of Europe. East and West meet here.

Germany boasts 27 UNESCO World Heritage Sites. The 12-mile Elbe river valley snakes from the southeast to the northwest fringes of Dresden, encompassing a rich ensemble of ornate royal residences, historic architectural monuments as well as swaths of natural reserves and riverscapes.

On the other hand, Germany is renowned for its urban chic, and its modern take on design and architecture has had a worldwide influence. It truly is a country of many contrasts.

Selection of German immersion opportunities

did deutsch-institut
With centers in Berlin, Frankfurt, Hamburg, Munich and other German cities, did deutsch-institut has been teaching German as a foreign language for more than 40 years, and is one of the largest (more than 5,000 students per year) providers of German immersion programs. The institute is officially acknowledged by the German Language Society and a member of EAQUALS (European Association of Quality Language Schools). ddi prides itself on giving excellent advice not only during the language course, but also before arrival; their service team makes sure students find the course and location that best fit their goals.

Goethe-Institut, Dresden
The Semper Opera House, the Frauenkirche (Church of Our Lady), baroque architecture, and the world famous art collections — these are all features that come to mind when one thinks of the “Florence of the Elbe,” Saxony’s capital, Dresden.

About twenty minutes from the historical old part of Dresden is another interesting meeting point for travelers from all over the world: the Goethe-Institut. Located in Neustadt, Dresden’s youngest and liveliest quarter, which is mostly inhabited by students, artists, and young families, the Goethe-Institut offers German-language courses for all ages and all purposes. Whether one wants to prepare for studying at a German university, refresh German for professional reasons, or enjoy studying a language together with new international friends in a rich cultural setting, the Goethe-Institut offers options including intensive courses of two or four weeks, individual instruction or company courses, German for school classes, and seasonal courses with a special focus on culture. If needed, living accommodations can be arranged. In the afternoons as well as on Saturdays, students can practice their German by participating in one of the numerous free-time activities. The Goethe-Institut Dresden also offers monthly language examinations at all EU Council reference levels.

International Projects Youth Summer Program
International Projects offers summer courses in Oberwesel, at a camp is situated in a region of outstanding natural beauty, where young students (10-15 years old) have the opportunity to improve their German and meet students from Germany, Spain and other countries on the banks of the Rhine. The international team hosts students at the historic castle of Schönburg, situated just a 15 minutes walk away from the town center on a hilltop overlooking the River Rhine and the town of Oberwesel.

The lessons take place in the traditional classrooms in the castle. The IP Ocean Lounge is also situated in the castle and offers the possibility, to relax, meet friends and listen to music.

The IP Fruit ‘n’ Fit Corner offers water, tea and fruit all day long. Sports on offer include table tennis, swimming, soccer, basketball and volleyball. Students can also express their creativity by joining one of the workshops like dancing, theater, arts and crafts, or health and beauty.

ASTUR
Specializing in youth travel, ASTUR has been organizing language stays and class tours in Germany for 25 years.
ASTUR works with more than 3,000 host families all over Germany to offer a vast array of choices — from Academic Year up to International Summer Camps and Courses, One-to-One-Stays and Immersions.

The International Summer Camps for 9-16 year-old students take place in a residence with full-board accommodation. With 24 hours supervision a day students combine interactive lessons held by native speaking teachers with an interesting activity program, which is organizing by the international team. The German and international students learn together up to four different languages (German, English, French or Spanish) in an international atmosphere.

In addition to the residence accommodation, ASTUR offers International Summer Courses for students, ages 12-22. Accommodations in host families allow international students to learn more about Germany, the language, and the culture.

The Bogus Argument to Increase Testing

Stephen Krashen argues that assessment alone cannot improve achievement

Few people are aware of the astonishing amount of testing the U.S. Department of Education is planning for our children. The Department of Education will require, as before, tests in reading and math near the end of school year but also supports testing several times during the year (interim testing). In addition, the Department is encouraging testing other subjects as well and they recently announced plans to test children before they enter kindergarten.

This is more testing than has ever been seen on this planet, far more than the already excessive amount of testing required by No Child Left Behind.

We are told that all this testing is necessary, because of poor student achievement on international tests, which in turn is due to inept teachers protected by unions and failing schools that were allowed to stay open.

Not so. Studies show that American students in well-funded schools who come from middle-class families outscore students in nearly all other countries on international tests. Our average scores are unspectacular because the U.S. has the highest percentage of children in poverty of all industrialized countries (over 20 percent; in contrast, high-scoring Finland has less than four percent). The major problem is poverty, not teachers and not unions.

Poverty means inadequate nutrition, inadequate health care, exposure to environmental toxins, and little access to books, all strongly associated with lower school performance. The U.S. Department of Education tells us that this doesn’t matter, that school success (measured by improved test scores) is the engine that will cure poverty. Martin Luther King said it was the other way around: “We are likely to find that the problems of housing and education, instead of preceding the elimination of poverty, will themselves be affected if poverty is first abolished.”

Common sense tells us that Dr. King was right: The best teaching in the world will have little effect if students are hungry, in poor health and have no books to read. Research also backs up Dr. King: Correlations between national test scores and economic well-being are low (summarized in Yong Zhao’s book, Catching Up or Leading the Way?); current research shows that increased unemployment results in depressed school performance (http://www.nber.org/papers/w17104), and increased employment is often the result of greater work opportunities (http://withabrooklynaccent.blogspot.com/2011/07/exposing-education-reforms-big-lie-it.html).

An obvious step to take is to protect children from the effects of poverty, by expanding food programs in schools, increasing the number of school nurses and improving libraries in high-poverty schools. The results of a number of studies strongly suggest that providing access to books can make up for the impact of poverty on reading achievement: (summarized in my paper, “Protecting Students from the Effects of Poverty,” available at sdkrashen.com).

How can we pay for improved nutrition, school nurses and libraries? Reduce testing to only what has been shown to be useful. There is no evidence that increasing testing will increase achievement and plenty of evidence that it won’t. The money should be spent protecting children from the effects of poverty. When all our children have adequate health care and access to books, and no child is left unfed, American academic achievement will satisfy the harshest critic.

September 2011

Measures for Measures

September 2011 Cover

When the consequences of test failure are school closures or firings, and schools are denied the tools to give them a chance of success, it is hardly surprising to discover widespread abuse of the testing system.

The cheating scandals which began in Atlanta and spread across the country are only the most blatant examples of what happens when testing goes too far. Strategies that boost scores without improving learning, like teaching to the test and encouraging low-scoring students to drop out, have become an entrenched part of educational administration. Such corruption, which undermines educational quality, is an inevitable consequence of the intense pressure that high-stakes testing puts on teachers and principals. The investigation into the Atlanta scandal found, “The targets set by the district were often unreasonable, especially given their cumulative effect over the years. Additionally, the administration put unreasonable pressure on teachers and principals to achieve targets… Ultimately, the data and meeting ‘targets’ by whatever means necessary, became more important than true academic progress.” more


>IN THIS ISSUE:


Tests as Tools for Learning
Aned Muñiz Gracia offers examples to show how teachers can use simple tests to improve learning experiences

Using Tests to Target Learning
How Sweetwater Union High School District implemented CTB/McGraw-Hill’s LAS Links in its English Language Development

Overtaking Age with Desire
Clay Williams challenges the widely-accepted theory that the acquisition of second-language fluency is dependent on learning during the pre-adolescent “critical period”

Nashville Struggling to Educate Minorities
J’Nisha Towne on how demographics are shaping policy

Multiple Choices
Language Magazine’s look at the latest in testing

Talking In Your Sleep
William Stimson sees a role for dreams in second language acquisition

Europe’s Powerhaus
Daniel Ward thinks a German immersion program makes more than economic sense

Hotspots for Teaching English
Nicholas Ferdinandt provides a snapshot of the current job market for teachers of English as a Foreign Language

Funds to Document Endangered Languages

Opinion
Stephen Krashen on the bogus argument for testing

Last Writes
Richard Lederer with more Good Words

Your Country Needs You to Study Abroad

Making the case for study abroad immersion learning

Just in case you still need to convince someone (a parent?) of the benefits of studying abroad, here are the 13 reasons that none other than the U.S. Senate believes that support of study abroad programs is important and necessary on a national level:

1. Ensuring that the citizens of the U.S. are globally literate is the responsibility of the educational system of the U.S.

2. Educating students internationally is an important way to share the values of the United States, to create goodwill for the U.S. around the world, to work toward a peaceful global society, and to increase international trade.

3. 79 percent of people in the U.S. agree that students should have a study abroad experience sometime during college, but only one percent of students from the U.S. currently study abroad each year.

4. Study abroad programs help people from the U.S. to be more informed about the world and to develop the cultural awareness necessary to avoid offending individuals from other countries.

5. 87 percent of students in the U.S. between the ages of 18 and 24 cannot locate Iraq on a world map, 83 percent cannot find Afghanistan, 58 percent cannot find Japan, and 11 percent cannot even find the United States.

6. Studying abroad exposes students from the U.S. to valuable global knowledge and cultural understanding and forms an integral part of their education.

7. The security, stability, and economic vitality of the U.S. in an increasingly complex global age depend largely upon having a globally competent citizenry and the availability of experts specializing in world regions, foreign languages, and international affairs.

8. Federal agencies, educational institutions, and corporations in the U.S. are suffering from a shortage of professionals with international knowledge and foreign language skills;

9. Institutions of higher education in the U.S. are struggling to graduate enough students with the language skills and cultural competence necessary to meet the current demands of business, government, and educational institutions.

10. Studying abroad influences subsequent educational experiences, decisions to expand or change academic majors, and decisions to attend graduate school.

11. Some of the core values and skills of higher education are enhanced by participation in study abroad programs.

12. Study abroad programs not only open doors to foreign language learning, but also empower students to better understand themselves and others through a comparison of cultural values and ways of life.

13. Study abroad programs for students from the U.S. can provide specialized training and practical experiences not available at institutions in the U.S.

Source: U.S. Senate Resolution 308 designating 2006 as the ‘’Year of Study Abroad,’’ sponsored by Senators Durbin, Alexander, Feingold, Craig, Akaka, Coleman, and Cochran.

Spanish for Kids

Language Magazine’s Victoria is setting off for Guatemala today to escort her 7 year old daughter while she takes a Spanish immersion program for kids at CSA Antigua.
We’ll keep you posted with their progress.

Update from Guatemala:
on Tuesday, August 16, 2011 at 2:31pm

Valentina is looooooooooooooooving her Spanish classes and her teacher. It is like a playground for learning spanish painting, drawing, cut and pasting. CSA is fabulous. Everyone is so kind, helpful and very professional. The best Spanish school I´ve attended in Antigua, Guatemala. Valentina met her Guatemalan grandmother (abuela) on Sunday

The Guatemalan family we are staying with is great – our accommodations are clean and simple. The hospitality outdoes the luxury, which is what we wanted.

Valentina’s classes are like an art , painting and singing class all in Spanish. Couldn´t be more pleased. Her words after 4 hours of ¨studying´: “when do we go back to my school.”

Victoria and Valentina

English in America

From Austin with love

I questioned whether it was a ludicrously fortunate coincidence or simply my consistent failure to remember that this is a city of musical diversity; but with no sign of any answers other than “just be grateful,” I was still ecstatic to learn that the Austin band, The Black Angels were to charm Manhattan with their wondrous Texan psychedelia on the days either side of my birthday. By an additional token of convenience, it turned out that both of these shows were as easily accessible to me as I would have desired, the second of which was dubbed “A Secret Show” — predictably not so secret once word got out, but equally exciting all the same.

The venue was as cavernous and cryptic as necessary, and looking around at the beards and ponchos I tried to shift every ounce of familiarity I had with this band (and city) into perspective. I was there to listen to music I knew and loved, with lyrics that had implanted themselves into my head on a bed of London concert memories, but the atmosphere was entirely different. Could it be possible that with differing nations comes an alternate interpretation of lyrics? Or was this crowd just wholly more serious? I had certainly spent time admiring the lyrical ingenuity of Alex Maas and Co. with their accompanying 60s inspired drones and echoes, but living in a place so far away from the visions behind these words, it seemed almost impossible for me to turn this music into something tangible, let alone a lifestyle.

So there I was, in an atmospheric hybrid of the Wild West and a sinking pirate ship, with adoring fans singing “Fire for the hills, pick up your feet and let’s go!” with such burning passion that the room felt like it was on the brink of a rum-fuelled canon brawl; when it became obvious that there was more than one performance happening here. Evidently the band held the fort, but in return the audience were bringing the lyrics to life as an alliance, doing their best to re-create the musical imagery with choice items of leather clothing and pseudo-tribal attitudes.

Despite feeling slightly like I had been thrown into another dimension, it was probably the most musically enriching two hours of my life. Albums that I had listened to repeatedly on the other side of the Atlantic were transformed into something physical by the dedication of this entire following, and it was actually in reach. It seemed like these people, (rumoured to frequent certain Brooklyn haunts in between visits from rugged Texans) were creating a movement right there in front of me.

The Black Angels, practically straight out of the desert, had brought their 60s revival to the North East and they had been met with a mass of people ready to start a full-on revolution – one in which language was a key component. Speaking to some fellow devotees, I learnt that like the teachings of an ancient scripture, songs “First Vietnamese War” and “Entrance Song” had been adopted as rose-tinted life mantras. I noticed one girl throwing her arms in the air and screaming praise in such an evangelical manner that, after “…we can’t live if we’re too afraid to die…”, I wondered if we were the beginning of a ‘First Psychedelic Church of The Black Angels’ – and to think, all this from what started as a few words in the mind of a hipster. It was unique, the world outside was a distant blur and we were comfortably trapped in a musical time warp that could never be repeated. Two states had merged into one on a catalyst of perfectly paired words and musical notes and with this, history had been made.

References:

www.theblackangels.com

 

Athina Kontos is writer/photographer from the UK spending the summer in New York

Reach Out and Read (Aloud)

Stephen Krashen with an inexpensive, simple approach to closing the equity gap in literacy

“Doctors, nurse practitioners, and other medical professionals incorporate Reach Out and Read’s evidence-based model into regular pediatric checkups, by advising parents about the importance of reading aloud and giving developmentally-appropriate books to children.” (reachoutandread.org).

Reach Out and Read (henceforth ROR) is a simple and inexpensive program. While in waiting rooms for well-child pediatrician’s appointments, hospital staff shows parents reading activities they can do with their children, with a focus on reading aloud to the child, and discusses the importance of reading, which the physician does as well. The families receive free books at each doctor visit. ROR is typically aimed at lower-income groups.

Departing from traditional academic style, I present first the results of ROR evaluations, focusing on the impact of ROR on vocabulary development. I will then try to make the point that ROR is a modest and inexpensive intervention; even though “more ROR” appears to produce better results, vigorous interventions are small-scale. Finally, I note that the crucial component of ROR appears to be reading aloud to children, a practice that already has an excellent track record (Trelease, 2006). The implication is that these simple approaches deserve more attention.

Positive Impact on Vocabulary Development
The ROR website (reachoutandread.org) includes three evaluations in which children were tested on their acquisition of vocabulary (table 1). The design of two of the studies (Mendelsohn et al. and Sharif et al.) is nearly identical, with children tested at about 4 years of age after three years of experience with ROR.

Krashen Table 1

Families in all three studies were low-income. Subjects in Mendelsohn et al. were characterized as “poor and undereducated with a preponderance of Latino immigrants” (p. 131) who had come to inner-city pediatric clinics for “routine well-child care.” Participants in Sharif et al. attended pediatric clinics in the Mott Haven section of the South Bronx, “the poorest congressional district in the United States” (p. 172). Participants in the High et al. study were described as “multicultural, low income families.” In Sharif et al. and Mendelsohn et al. a significant percentage of the families were Spanish-speaking and interviews, orientation and testing were done in Spanish when families preferred it.

Krashen Table 2

Two studies (table two) used identical measures, the Expressive and Receptive One-Word Picture Vocabulary tests. Test scores were standardized for age (100 = 50th percentile). In both studies, children were at a similar age when tested, and durations of treatment were similar. In both cases, ROR children did better on the vocabulary measures and the ROR advantage was larger on receptive than expressive vocabulary tests. In Sharif et al, however, the difference between the ROR and comparison groups was not statistically significant for the expressive test (p = .26).

Krashen Table 2 B

Because all subjects were from low socio-economic families, it is not surprising that the children scored below the national median (100). The ROR children, however, closed from about one-fourth to one-half of the gap on the receptive test (table two).
High et al. used a modified version of a standardized test, the MacArthur Communi­cative Develop­mental Invent­ory, testing both expressive and receptive vocabulary. One part of each test contained 50 words that appeared in the books that were distributed and one part contained 50 words that did not appear in the books that were distributed. As the children in this study were very young, the children themselves were not tested but parents were asked if the child could produce or understand the words.

Krashen Table 3

The data in table three presents only the results for children who were between 1.5 to 2 years old at the time of testing (n = 88). For children ages 13 to 17 months, the ROR children were slightly but not significantly better in receptive vocabulary and the comparisons were better in expressive vocabulary, with the difference approaching significance. For the older children, however, the ROR group was clearly better, both for words appearing in the books and words not appearing in the books. The superiority of the ROR children for words not appearing in the books suggests that parents brought in other books for the children (see discussion of Theriot et al. below).

Golova et al. (1999) used a similar measure and obtained similar results, finding no difference in vocabulary with children under 18 months at the time of testing, but a trend for ROR children older than 18 months to do better, with the difference reaching statistical significance for receptive vocabulary. Golova et al. did not provide details, however.

Fortman et al. (2003) reported no impact of ROR in middle class families. The positive impact of ROR may be limited to low-income families, those with less access to books and less likely to read to their children.

A modest treatment
The data present above shows that a modest and inexpensive intervention produced consistent results in vocabulary development in three separate studies. The entire treatment consisted of a few well-child pediatrician visits, providing some information about reading aloud to children, and providing a small number of books. For example, over a three-year span, subjects in one study (Mendelsohn et al.) had an average of only three well-child appointments in which their doctors discussed books and received an average of four books.

Of course there are limits as to how modest Reach out and Read can be and still be effective. Merely providing information or a book just once (during an emergency room visit) has not been shown to have an effect on family reading practices (Nagamine et al.
2001). Providing additional books, either through physician visits or parents’ buying books, results in better gains in vocabulary (Theriot et al), and the combined effect of books and information-providing sessions is very strong.

Krashen Table 4

Theriot et al. examined the impact of books provided by parents (in addition to those given by ROR; the average number of ROR books was five) and the number of information sessions parents attended on vocabulary development. The children were three years old and had been involved with ROR since they were two months old. With only few books available (10), more information sessions resulted in a modest increase in performance on a receptive vocabulary test (PPVT). But when more books were available (40), a similar increase in sessions had much larger impact (table four).

The maximum treatment in Theriot et al., 40 additional books and eight sessions, is still a modest intervention. It is also noteworthy that the difference between children with the fewest books and sessions and those with the most was about 10 points, or 2/3 of a standard deviation (sd = 15), an effect size of about .67, similar to the advantage seen of ROR in general over comparison groups on receptive vocabulary tests (table two).

The importance of Read-Alouds
As mentioned earlier, ROR information sessions include encouragement of and information about reading aloud to children. Studies of the impact of ROR consistently show that ROR children are read to more than comparison children (table five).

Krashen Table 5

The crucial role of read-alouds was confirmed by High et al.’s analysis (High et al., 2000) showing that frequency (days per week) of read-alouds was a strong predictor of scores on both vocabulary measures, controlling for demographic variables, including parental language proficiency. In fact, when frequency of read-alouds was considered, High et al. reported that participation in ROR had no additional impact on vocabulary test performance. These results are consistent with research showing the positive impact of read-alouds on literacy development (Bus, Van Ijzendoorn and Pellegrini. 1995; Blok, 1999) and in stimulating interest in reading (Brassell, 2003; Trelease, 2006; Wang and Lee, 2007; Cho and Choi, 2008).
The results also suggest that the impact of additional books and information sessions, as demonstrated by Theriot et al., was due to increased reading aloud to the children.

Discussion
ROR (or more properly, RORA, for Reach Out and Read Aloud) has been shown to increase the frequency of reading aloud in low-income families and results in substantial gains in vocabulary, especially in receptive vocabulary. It requires only a modest investment in time and material (books), but results so far indicate that it can substantially help close the equity gap in literacy, the difference in literacy competence between children from high and low-income families.

This is a contrast to the much more expensive and elaborate solutions currently under consideration, thus far lacking in clear empirical support (e.g. The LEARN Act, see Krashen, 2010). The results also mean that we need to pay more attention to the obvious and well-attested means of increasing literacy, read-alouds (Trelease, 2006), and continue to study the effects of ROR as well as similar projects (e.g. Imagination Literacy and Book Trust,* the latter providing books to older children. It also means reversing the current trend of defunding libraries, a major source of books for readers of all ages.

References
Blok, H. 1999. “Reading to Young Children in Educational Settings: A Meta-Analysis of Recent Research” Language Learning 49 (2): 343-371.
Brassell, D. 2003. “Sixteen Books Went Home Tonight: Fifteen Were Introduced by the Teacher” The California Reader 36 (3): 33-39.
Bus, A., M. Van Ijzendoorn, and A.Pellegrini. 1995. “Joint Book Reading Makes for Success in Learning to Read: A Meta-Analysis on Intergenerational Transmission of Literacy” Review of Educational Research 65: 1-21.
Cho, K. S., and D. S. Choi. 2008. Are Read-Alouds and FreeReading “Natural Partners”? Knowledge Quest 36(5): 69-73.
Fortman, K., Fisch, R., Phinney, Defor, T. 2003. “Books and Babies: Clinical Based Literacy Programs” Journal of Pediatric Health Care 17: 295-300.
Golova N., Alario A., Vivier P., Rodriguez M., and High P. 1999. “Literacy Promotion for Hispanic Families in a Primary Care Setting: A Randomized Controlled Trial” Pediatrics. 103: 993-997.
High P., LaGasse L., Becker S., Ahlgren I., and Gardner A. 2000. “Literacy Promotion in Primary Care Pediatrics: Can We Make a Difference?” Pediatrics. 104: 927-934.
Krashen, S. 2010. “Comments on the LEARN Act” http//www.sdkrashen.com
Mendelsohn A., Mogiler L., Dreyer B., Forman J., Weinstein S., Broderick M., Cheng K., Magloire T., Moore T. and Napier C. 2001. “The Impact of a Clinic-Based Literacy Intervention on Language Development in Inner-city Preschool Children” Pediatrics 107(1): 130-134. Nagamine, W., Ishida, J., Williams, D., Yamamoto, R., and Yamamoto, L. 2001. “Child Literacy Promotion in the Emergency Clinic” Pediatric Emergency Care 17(1):19-21.
Sharif I., Rieber S., and Ozuah P.O. 2002. “Exposure to Reach Out and Read and Vocabulary Outcomes in Inner City Preschoolers” Journal of the National Medical Association. 94: 171-177.
Theriot J., Franco S., Sisson B., Metcalf S., Kennedy M. and Bada H. 2003. “The Impact of Early Literacy Guidance on Language Skills of 3-Year-Olds” Clinical Pediatrics 42: 165-172.
Trelease, J. 2006. The Read-Aloud Handbook. New York: Penguin. Sixth Edition.
Wang, F. Y., and S. Y. Lee. 2007. “Storytelling is the Bridge” International Journal of Foreign Language Teaching 3(2): 30-35.

Stephen Krashen currently serves as a member of the Board of Directors of Book Trust (Fort Collins, Colorado). All members of the Book Trust board serve without pay.

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