Language Triumphant, Language in Decline

By Peter McKenzie-Brown

For two centuries – since the defeat of Napoleon – the globe has been dominated by English-speaking nations.

The first of these great powers was Britain, which used sea-power and the economic muscle of its Industrial Revolution to create an empire that planted English in all the populated continents. America rose as Britain’s rival, and decisively replaced her as the world’s global power after the Second World War – especially after the collapse of the Soviet Union.

In both instances, these countries held diplomatic sway over most nations, and economic dominance over large percentages of the global economy. Both countries were leaders in science, technology and medicine, and they were great trading nations.

The result? Although it is the native language of perhaps half a billion people – a large number, but still only eight percent of the world’s population – English dominates the planet.

It is the primary language of world trade, business and management. It is the language of global travel, tourism and hospitality. It is the international language of science and medicine. It is the language of diplomacy and international cooperation. It is the language of global banking and Third World development. It is the dominant language in all forms of international media and publishing. Although many languages can now reach around the world cheaply over the Internet and satellite broadcasting, it is English that consistently reaches the biggest global audiences. English is the language of sports and glamour: both the Olympics and the Miss Universe pageant use English as the official language. It is the ecumenical language of the World Council of Churches.

And it is the language of academia. According to The Economist,

The top universities are citizens of an international academic marketplace with one global academic currency, one global labour force and, increasingly, one global language, English. They are also increasingly citizens of a global economy, sending their best graduates to work for multinational companies. The creation of global universities was spearheaded by the Americans; now everybody else is trying to get in on the act.

Not since the Tower of Babel has a single language had so powerful a presence. According to some forecasts, within just a few decades more Chinese will be able to speak English than in the rest of the world combined. Already, more people speak English as a second language in India than in all of Britain, where the language began. Indeed, in countries like India and Singapore, English is the language used for administration, broadcasting and education.

In the European Union, English is spoken by more people as a foreign language than by the combined populations of many of the region's smaller countries. The young in particular use this foreign language with unnerving fluency.

Alone among the world’s major languages, English is spoken by more people as a second or foreign language than by people who learned the language as their native tongue. According to one outstanding account of the growth of English from local dialect to global behemoth, we are now living in an English-speaking world. English is the first truly global language.

As an international language, English has a few regional rivals. These include Arabic in the House of Islam; Spanish and Portuguese in Latin America; Russian in much of Eurasia; and Chinese dialects in overseas Chinese communities. Except in Canada and a few former colonies, French long ago lost its claim to be the lingua franca. English has no equals.

The language has become the basis of a teaching and learning phenomenon that prospers in almost every country. Within English-speaking countries like Britain, Canada, Australia and the United States, huge numbers of new migrants must be taught English as a second language. Among prospering countries in the developing world, English is generally part of the public school curriculum, and language schools flourish.

As an international learning phenomenon, nothing comes close to the study of English. At any given moment, untold millions are studying the language. Some do so to integrate into British, Canadian, American, Australian or New Zealand life. Others hope to get a higher-paying job in a tourist resort in Phuket, say. And still others want only to benefit from the increasing mobility this language offers to travellers bound for Southeast Asia or virtually any other international destination.

Languages at Risk: At the other end of the spectrum from English are the world’s tribal languages. Most of these tongues - more than six thousand in number - are in steep decline. The process has been well documented. First, decreasing numbers of children learn the language. It becomes endangered when the youngest speakers are young adults. A language is seriously endangered when the youngest speakers have reached or passed middle age. And it is moribund when only a few moribund speakers are left. Then comes extinction.

Using Thailand as an example, one language, Phalok, is already moribund. Four other obscure languages – Bisu, Mlabri, Myu and Lavua – are in earlier stages of decline.

Every year the deaths of old people reduce the already small numbers of speakers of many marginal languages. Meanwhile, these tongues carry on in the fringes of most societies, with few advocates for their preservation. Obscure texts by linguists may preserve their grammar and vocabulary, but there is no likelihood that these languages will repeat Hebrew’s achievement, and rise alive from the tombs of dead languages.

Is this important? The followers of Chomsky would say "no", since the underlying idea behind universal grammar is that everybody speaks the same language. Most field linguists, however, believe that linguistic diversity represents a common good for mankind. According to the 2001 edition,

every language reflects a unique world-view and culture complex mirroring the manner in which a speech community has resolved its problems in dealing with the world, and has formulated its thinking, philosophy and understanding of the world around it.

The Status of Thai: Between these two extremes is the Thai language, which epitomises the development of national languages during the years since English began to take over the world. Thailand’s present dynasty was founded in the years after 1767, when Burma destroyed and looted the kingdom of Ayuthaya and its vassals.

As a resurgent Siam conquered Burmese armies and extended its domain, the new Chakri dynasty of kings found themselves heir to a much larger land, but one comprised of many peoples speaking many tongues. In Thailand’s far south, the people were Muslim, and the dominant language Malay. And in the mountains that dominate the landscape of northern Thailand, the rich fabric of hill tribes was woven with languages spoken in few other places in the world.

For most people living in valleys and on the plains the root language was Thai. However, there were so many variants that linguists have identified Thai dialects with six and even seven tones. Besides these tonal differences, dialects varied dramatically from region to region – and still do.

Speakers in Thailand’s northeast (Isaan) speak a language more like Lao (a Tai language spoken in Laos) than to central Thai. Along the Thai/Cambodian border, large numbers speak Khmer – another language still. In the new kingdom, even the scripts were different – the country’s north, for example, had a script that was widely used until the second half of the twentieth century.

From this Babel of tongues, Thailand has progressively developed the Thai language into an important national language: perhaps among the 20 most widely spoken languages on the planet. Through the tools of education, mass media and government influence and suasion, central Thai has developed into the national language.

At some level, it is spoken by most of the kingdom’s 63 million inhabitants, and only one script is now in common use. Thai is not much spoken outside the country, except to a small extent in adjacent countries – most of them (Myanmar, Laos, Cambodia) failed states.

The Structure of Language

I recently updated my book, Teach and Learn: Reflections on Communicative Language Teaching, and made it available on Kindle and as an inexpensive paperback. To enjoy a read, please click here.


By Peter McKenzie-Brown

You are studying a foreign language, you want to learn ten new words every day, and the mental task of managing your growing word list seems formidable. To put the job into context, consider the following from linguist Stephen Pinker.

“Children begin to learn words before their first birthday,” he says, “and by their second they hoover them up at a rate of one every two hours. By the time they enter school children command 13,000 words, and then the pace picks up, because new words rain down on them from both speech and print. A typical high-school graduate knows about 60,000 words; a literate adult, perhaps twice that number.”

Smaller than a toddler’s daily intake, your ten-word vocabulary list suddenly seems like a pauper in a palace. And the problem of properly learning vocabulary involves much more than remembering words. In the classroom, only a few words and a small part of what the learner needs to know about a word can be dealt with at any one time. For the common words, which often have multiple meanings and complex nuances, you can only teach a bit at a time. The more information you present, the more likely your learners are to misunderstand.

For both teacher and learner, vocabulary is a huge challenge. But help is at hand from vocabulary researcher Paul Nation, whose magisterial 480-page tome, Learning Vocabulary in Another Language, offers endless insights into the science and practice of teaching and learning vocabulary. He calls his preferred method of vocabulary teaching the direct approach.

Nation describes vocabulary learning as a “meeting” between the learner and the word, and he stresses that it only makes sense to have close encounters with common, useful words. Most teachers emphasize the most common 2000 English words. The most widely accepted list is available on the Internet by googling Michael West’s General Service List.

“Useful vocabulary needs to be met again and again to ensure it is learned,” Nation says. “In the early stages of learning the meetings need to be reasonably close together, preferably within a few days, so that too much forgetting does not occur. Later meetings can be very widely spaced with several weeks between each meeting.”

There are essentially four ways to learn and teach high-frequency words.
• One is direct teaching, mentioned earlier. For the language teacher, explaining vocabulary is a critical part of classroom duties.
• Also, encourage your students to participate in direct learning, which involves study from word cards and dictionary use.
• A third method, incidental learning, can involve guessing from context in extensive reading or through word use in communicative activities.
• The fourth method Nation calls “planned encounters.” These encounters include vocabulary exercises and graded reading – that is, using reading materials like shortened novels with reduced vocabulary for language learners.(Graded readers are available in many language teaching bookstores.)

Nation’s direct approach to vocabulary teaching is built upon three main ideas. First, vocabulary teaching should focus on high-frequency words that will be of continuing importance for the learners. As a teacher, you have a duty to pass over low-frequency words completely or with little comment. Also, you have to make sure the learners come back to the word frequently, to diminish the power of forgetfulness.

Also, when you teach a word you should focus on its “learning burden” – that is, the features of the word that actually need to be taught. These can differ quite dramatically from word to word. Take the word “think.” You need to explain that it is an irregular verb; that it includes the irregular spelling “thought”; and that “thought” can also be a noun.

Finally, direct teaching should be clear and simple. To learn a word in all its complexity, learners need to meet it many times. Don’t try to teach a complex word – for example, the many meanings of the word “right” – in one sitting. That kind of intensive vocabulary teaching takes place in boring classrooms, and it frequently leads to perplexed students.

Living and Teaching in Thailand

By Peter McKenzie-Brown

This week it was a coup d'état. What next?!!!

My wife Bernie and I moved to Thailand from Canada several years ago just for the adventure. Well, adventure it has been, and we have enjoyed almost all of it! It’s a beautiful country, and we love living here.

We have observed the extraordinary economic development of the cities, and the growth of the middle class. However, we have also watched predations by government on the lives of Thai people. (We hope the peaceful coup will bring that to an end, but we have our doubts.) We have witnessed the desperate poverty of many people in hills and slums. And delightfully, we have also experienced the great kindness and gentleness of the Thai people.

Underlying all of this was my job as a teacher. I began teaching English, but today I teach visitors to Thailand how to teach English as a foreign language (TEFL). My work has brought stability into our lives, and it has brought us in touch with the Thai people. In Thai society, teachers are held in high esteem, and Thai students are a pleasure to have in class.

In this commentary I want to talk about living and teaching here, but also to offer a perspective on the country’s culture and politics. If the latter isn’t your thing, you can always stop reading!

Working in Thailand. I enjoyed a long corporate career before coming here. However, to get a job and a work permit in Thailand, before leaving Canada I took a one-year fulltime university program to get certification as a teacher of English as a second or other language (CERTESOL). That was a lot more than I needed, but it made it quite easy for me to get a job at Chiang Mai University (CMU) when I arrived. A year ago, I moved from the English Department to CMU’s Language Institute.

If you want to work in Thailand, TEFL accreditation is now required. You can get this from a number of places, although I personally think the TEFL course my colleague Karla M. Portch and I have developed is first rate. You will find many references to it on this blog.

Effective October 1 of this year, Thailand is putting severe restrictions on the right of foreigners to stay here indefinitely on tourist visas. As a result, becoming a long-term resident is now much more problematic. So, the other thing you need when you come here is a non-tourist visa – preferably a B (business) visa. If you can arrange that, it will be much easier to get a work permit.

If you have a TEFL certificate, you will be able to find work. Jobs are usually available at language schools, but they do not pay particularly well as long as you are a part-time teacher. Even small pay checks go a long way in this country, however, unless you want to enjoy a Western lifestyle.

As you gain experience, full-time opportunities can open up at language schools. They are also available in the public and private school systems, especially beginning at the end of May when the academic year begins. Chiang Mai alone is home to five universities, and many technical schools besides.

Also, many of our TEFL graduates find themselves teaching individuals or small groups of private clients. Most Thai people know the advantages of having English language skills, particularly because this country relies so heavily on the tourist trade. The demand for better English is great.

Living Here. Now settled, our lives seem normal. We think of Chiang Mai as just the place we live. Oddly, the ways we spend our days sometimes do not seem terribly different from when we lived in Canada -- different landscape, different language, different climate, different food and, yes, definitely a different pace of life! We have the occasional twinge of yearning for things more familiar, but that generally passes quickly.

Since we arrived here, we have witnessed all of life's rites of passage among our friends: marriage and divorce, birth and death. When a friend died a painful and lingering death from cancer a few months ago, it oddly created for us a special closeness to this city.

We are nearing the end of the rainy season, and we have had quite a bit of the wet stuff this year. In this part of Thailand the rains generally come for brief periods (often at night, when we are asleep), and are not at all disturbing. The rains are warm, and they keep the air clean and the vegetation lush and green. However, we don't travel a great deal during these months. But the dry, cool season begins in October. That's a great time for road trips.

A Recent Diary. A few weeks ago, Bernie and I went to a refugee camp at the Myanmar (Burma) border as part of my Rotary work. It was extraordinary to see again how different the two countries are. At one point we went to a temple whose landholdings were now, by international agreement, half on the Myanmar side of the border.

Once the border dispute was settled, the Myanmar authorities destroyed the village on their side and forced the Shan villagers to flee to Thailand. The army took over the concrete temple buildings and filled them with soldiers. The border now bristles with these people, who have also laid land mines just inside the border.

It's hard to believe the cruelty of the Burmese government to its ethnic (for example, Shan) minorities. This kind of thing is routine. On the positive side, a sort of "normal" life has been created in the refugee camp compliments of the Buddhist temple and an NGO.

The refugees now live in single-family bamboo huts. The kids receive a basic education at the temple, many of the women receive vocational training like dressmaking and crafts, and the men and some of the younger women go off to the fields to pick chillies or whatever else happens to be in season, for 10 baht (25 cents) per kilo. These people do not have Thai citizenship, so their movements are at the discretion of the Thai officials.

Who knows what the future holds for them? Well, at least for now they don't have to live in fear.

East Asian and Western World Views. While Thailand now has much of the feeling of home, the cultural differences are many, with Thais seeing the world quite differently from the way we view it in the West. Here are our quick summary and general observations: Westerners see things as rather black and white, while East Asians see them as heavily nuanced by relationships. Beliefs in the equality of man and in human rights are very real in the West. In East Asia, patron-client relationships are more important. And the immediate family is an incredibly powerful social unit.

In Thailand, one of the most extraordinary institutions is that of the monarchy. His Majesty King Bhumipol has been on the throne for 60 years, and the celebrations here have been great. It is quite hard for westerners to appreciate the reverence Thais have for their king. He's seen as simultaneously the embodiment of the Hindu god Vishnu (the preserver) and the incarnation of the Buddhist ideal of a king inspired by Dhamma (cosmic law). Thais believe without question that he can guide his people toward greater goodness, and his support of the recent coup was essential for it to succeed.

It is impossible to imagine how this country will ultimately respond to his death. Long may he reign!

The Coup. Like other westerners steeped in the traditions of democracy, I believe coups d'état are terrible. However, until the recent one occurred, the political situation here was an incredible mess. The country was running smoothly because of its efficient civil service. However, Thailand had not had a functioning government since February. That's when the prime minister and his cronies finally reached a level of corruption even Thailand couldn't handle. Although popular in rural Thailand, Thaksin Shinawatra was mostly despised by the middle class, intellectuals and the country’s elite.

There were weeks of mass protests and a rigged snap election that the opposition parties boycotted. The king called for the courts to settle the political controversy, and the results say a lot about the state of corruption at that time. The courts overturned the election and demanded a new one. The key members of the country's Election Commission were thrown in jail for their part in the travesty. It is unfortunate that the country did not have the political maturity to continue to rely on the courts to solve its problems. But perhaps the coup was the only viable solution. Who knows?

Final comment. There is still a great deal of blood being spilled in this country, but it is mostly limited to the three (Muslim) southernmost provinces. A tragic, shadowy insurgency began there nearly three years ago, and the previous government mishandled it from the start. People were being killed by both the terrorism of the insurgents and nastiness of the government, who waltzed over western concepts of human rights.

The recent coup offers some encouragement. The general in charge of the coup is a Muslim (such a thing has never happened before in this Buddhist country!) and he is known to be conciliatory. Perhaps the mess in Thailand’s Deep South can finally be resolved.

To my mind one of the biggest mysteries of this affair is how completely Thais seem to have accepted it. An extremely popular leader (at least, in rural areas) has been overthrown, yet the people have said nothing. Those I have spoken to seem to believe democracy is alive and well. Another common theme is that the king is safe and healthy, so why worry? Perhaps this just reflects how Thais view the world: after all, Buddhism teaches us to accept whatever happens.

Or perhaps they are afraid to express what they feel. The soldiers are serious about having taken power, and they will brook no interference.

What Research Says about Teaching Methods

I recently updated my book, Teach and Learn: Reflections on Communicative Language Teaching, and made it available on Kindle and as an inexpensive paperback. To enjoy a read, please click here.

By Peter McKenzie-Brown

Educators base their systems of language teaching on language theory. Here is one summary of teaching methods, based on the work of two Canadian educators. In their technical but thoughtful book, Patsy Lightbown and Nina Spada discuss contemporary thinking about how we learn languages, and illustrate how such ideas directly affect the classroom.

Here is a commentary on their five proposals for classroom teaching. The authors describe each method as an imperative the teacher might bring into class.

Grammar Translation and Audiolingualism. A traditional teacher coming into class would insist to her students, “Get it right from the beginning!”

Teachers from both the grammar translation and the audiolingualism schools do this. They emphasize speech, but are reluctant to let their students use it spontaneously. The reason is that they worry about their students forming bad, ugly habits that they cannot break. Since habits are hard to break, it is better to prevent them. Unbreakable habits of speech – they do occur – are said to be “fossilized.”

According to the two Canadians, research does not support the idea that avoiding fossilization by getting it right from the beginning is an effective way to teach. Just the contrary, in fact. In experiments, students learning by this method clearly did better when communicative activities were added to their lessons. That said, many adults prefer these structure-based methods despite their limitations.

Interactionism. The Interactionist view holds that second language learning takes place primarily through talking with other people (“conversational interaction”). When students have meaningful conversations in a second language, both sides of the conversation use behaviours that are quite useful for language learning. Here are some practical examples:
• One partner might make an effort to make sure the other has understood.
• The learner might ask for clarification to make sure he understood.
• The learner may repeat or paraphrase a sentence, to make sure she gets it right.
These are all excellent strategies for language learning, and they lead to the interactionist teacher’s imperative: “Say what you mean and mean what you say!”

This method is based on the idea that, when given the opportunity to engage in meaningful activities, learners will “negotiate for meaning” – clarify and express their intentions, thoughts and opinions in ways that permit them to achieve their learning goals. “Genuine exchanges of information must surely enhance students’ motivation to participate in language learning activities,” the authors say. But then they ask, “Do they…lead to successful language acquisition?” According to the two authors, the research is ambiguous.

Communicative Language Teaching

Lightbown and Spada describe three other methods of classroom teaching, all of which fall generally into the scope of Communicative Language Teaching (CLT). To simplify our review of CLT, it is worth quickly reviewing Stephen Krashen’s theory of second language acquisition.

Krashen’s ideas consist of five main hypotheses:
• The acquisition-learning hypothesis
• The monitor hypothesis
• The natural order hypothesis
• The input hypothesis, and
• The affective filter hypothesis.
As we discussed elsewhere, these ideas seem to describe quite effectively how learners acquire second languages.

Of particular importance, Krashen’s ideas have practical value for the classroom warrior wanting to deliver effective lessons. In the following commentary, I suggest that each of the last three Lightbown and Spada imperatives correspond roughly with one or more of Krashen’s hypotheses.

The Comprehensible Input Hypothesis. The authors describe a radical application of Krashen’s comprehensible input hypothesis in the form of a method of language teaching in which the students “Just listen, and read!” This kind of learning is most likely to take place in a well equipped language lab, where the students use tapes and readings graded to their individual level.

As long as the students are working with language they can comprehend, there is no theoretical reason they cannot acquire a second language. After all, Krashen’s primary thesis is that we can only learn language through comprehensible input. (He adds to this that teachers should stretch their knowledge of the language by providing them with “i+1” encounters – just a tad more of the second language than they can easily understand, to increase their comprehension.)

The “just listen and read” method assumes it is not necessary to drill and memorize language forms. Emphasis is on providing comprehensible input through listening and reading activities. Experimental research has found that this system is effective, but the authors sound a note of caution.

Students develop not only good comprehension (in reading and listening), but also confidence and fluency....However, research does not support the argument that an exclusive focus on meaning in comprehensible input is enough to bring learners to high levels of accuracy in their second language.

Students also need explicit instruction in the forms of language – for example, specific structures. Otherwise, their language skills will remain somewhat limited.

The Natural Order Hypothesis. Lightbown and Spada describe a method which focuses on teaching structural forms, but teaching them in developmental order. Their imperative? “Teach what is teachable!” The concept is that instruction cannot change the ‘natural’ course of development. This is because linguistic structures develop along particular developmental paths. Teaching advanced structures to beginners will not work because the learners do not yet have the ability to process (unconsciously analyse and organise) them.

That, at least, is the theory. As the authors explain, it is difficult to test because the “natural order” of language learning is still unclear. Some things are known – for example, WH questions and Yes/No questions are much easier to acquire than those using question tags (“It’s easy to do, isn’t it?”). However, as a learner begins to reach complicated structures, the difficult language structures are not too well defined.

The Acquisition/Learning Hypothesis. Lightbown and Spada describe one final method. While this course in TEFL finds value in many teaching methods, the authors’ last teaching method is the one we most strongly support. “Get it right in the end!” they say.

This method is the one most in keeping with Krashen’s “monitor model” of second language learning. As our study of Krashen explains, the monitor hypothesis is the idea that conscious learning serves primarily as a monitor or an editor for the language student. It plays a relatively small but necessary role in effective language acquisition, which comes primarily from exposure to comprehensible input and language practice.

The “get it right in the end” method recognizes the importance of explicitly teaching language content – making the study of structure, lexis and phonology a part of language lessons. However, it puts primary emphasis on the idea that students will acquire most language features will be acquired naturally if learners have adequate exposure to the language and a motivation to learn. This view largely agrees with “Teach what is teachable”, but “emphasizes the idea that some aspects of language must be taught and may need to be taught quite explicitly.”

Approach, Method and Technique. All these methods of instruction can play a role in a good language teacher’s toolkit. Communicative Language Teaching is based not on dogma, but on what works to help students learn language effectively. While we believe CLT is the most effective approach to language teaching, we also recognize that is effective because it is eclectic. CLT begins with the idea that the purpose of language learning is to communicate, and uses ideas and practices from any other method if they can help achieve that goal.

CLT is nothing if it is not pragmatic.

Book Review: The Color of Oil

by Peter McKenzie-Brown

Note: I wrote this in 2001, and just found it on the Internet.

Oil Shows Its Colours

Possibly the best book about the oil business since Daniel Yergin's Pulitzer Prizewinning volume "The Prize", a masterful narrative published in 1991, The Color of Oil offers a thorough and authoritative analysis of the global industry.

The book uses as its central theme the colours of the petroleum industry. For example, the industry's financial impact on the global economy is based on the idea that the colour of oil is green (the colour of money). A technical chapter on exploration and production is based on the idea that the colour of oil is black. A chapter on the U.S. impact on the oil industry begins with the idea that the colour of oil is red, white and blue.

You get the idea.

The authors are both US academics, and they are both engineers by training. However, they both have direct experience with the petroleum industry - Economides as a technical advisor to a number of U.S. corporations; Oligney as a corporate honcho who, according to his bio, "negotiated one of the first joint ventures in the former Soviet Republic of Kazakhstan."

The authors bring a strongly business-oriented focus to their book, and offer refreshing insights into much of its well-traveled history.

To give some idea of the perceptivity of this book, consider that it was published at the beginning of 2000 when the T.S.E. Oil and Gas Index languished around 6000. There was widespread gloom about the future of oil and gas investment.

Wrote the authors, "Now is the time to buy energy stocks. They will escalate in value substantially in the early 2000s. The wise investor buys for the long-term because energy is the world's biggest business, and it continues to move unstoppably forward."

The index is now one third higher. Market psychology seems to be changing, with more investors wanting to hold oil and gas stocks in their portfolios. If another period of energy crisis looms, as many pundits claim, this book will be a good primer to help understand what is happening.

The Color of Oil: The History, the Money and the Politics of the World's Biggest Business by Michael Economides and Ronald Oligney; copyright 2000. Published by Round Oak Publishing Company, 200 pages; $37.95. Available at DeMille Books.

Words, Words, Words

I recently updated my book, Teach and Learn: Reflections on Communicative Language Teaching, and made it available on Kindle and as an inexpensive paperback. To enjoy a read, please click here.


By Peter McKenzie-Brown

You are studying a foreign language, you want to learn ten new words every day, and the mental task of managing your growing word list seems formidable. To put the job into context, consider the following from linguist Stephen Pinker.

“Children begin to learn words before their first birthday,” he says, “and by their second they hoover them up at a rate of one every two hours. By the time they enter school children command 13,000 words, and then the pace picks up, because new words rain down on them from both speech and print. A typical high-school graduate knows about 60,000 words; a literate adult, perhaps twice that number.”

Smaller than a toddler’s daily intake, your ten-word vocabulary list suddenly seems like a pauper in a palace. And the problem of properly learning vocabulary involves much more than remembering words. In the classroom, only a few words and a small part of what the learner needs to know about a word can be dealt with at any one time. For the common words, which often have multiple meanings and complex nuances, you can only teach a bit at a time. The more information you present, the more likely your learners are to misunderstand.

For both teacher and learner, vocabulary is a huge challenge. But help is at hand from vocabulary researcher Paul Nation, whose magisterial 480-page tome, Learning Vocabulary in Another Language, offers endless insights into the science and practice of teaching and learning vocabulary. He calls his preferred method of vocabulary teaching the direct approach.

Nation describes vocabulary learning as a “meeting” between the learner and the word, and he stresses that it only makes sense to have close encounters with common, useful words. Most teachers emphasize the most common 2000 English words. The most widely accepted list is available on the Internet by googling Michael West’s General Service List.

“Useful vocabulary needs to be met again and again to ensure it is learned,” Nation says. “In the early stages of learning the meetings need to be reasonably close together, preferably within a few days, so that too much forgetting does not occur. Later meetings can be very widely spaced with several weeks between each meeting.”

There are essentially four ways to learn and teach high-frequency words.
• One is direct teaching, mentioned earlier. For the language teacher, explaining vocabulary is a critical part of classroom duties.
• Also, encourage your students to participate in direct learning, which involves study from word cards and dictionary use.
• A third method, incidental learning, can involve guessing from context in extensive reading or through word use in communicative activities.
• The fourth method Nation calls “planned encounters.” These encounters include vocabulary exercises and graded reading – that is, using reading materials like shortened novels with reduced vocabulary for language learners.(Graded readers are available in many language teaching bookstores.)

Nation’s direct approach to vocabulary teaching is built upon three main ideas. First, vocabulary teaching should focus on high-frequency words that will be of continuing importance for the learners. As a teacher, you have a duty to pass over low-frequency words completely or with little comment. Also, you have to make sure the learners come back to the word frequently, to diminish the power of forgetfulness.

Also, when you teach a word you should focus on its “learning burden” – that is, the features of the word that actually need to be taught. These can differ quite dramatically from word to word. Take the word “think.” You need to explain that it is an irregular verb; that it includes the irregular spelling “thought”; and that “thought” can also be a noun.

Finally, direct teaching should be clear and simple. To learn a word in all its complexity, learners need to meet it many times. Don’t try to teach a complex word – for example, the many meanings of the word “right” – in one sitting. That kind of intensive vocabulary teaching takes place in boring classrooms, and it frequently leads to perplexed students.

Village of Widows

Although he was a life-long pacifist and supporter of human rights causes, Albert Einstein will ironically be remembered also as the man who convinced US president Franklin Roosevelt to begin the Manhattan Project. The Anglo-American atomic weapons effort took place during World War II. It led to the use of nuclear bombs in anger, at Hiroshima and Nagasaki, and it opened the Pandora’s box of atomic energy.

In a now-famous letter, Einstein suggested that nuclear chain reactions in large masses of uranium could release “vast amounts of power and large quantities of new radium-like elements.” And, he speculated, “extremely powerful bombs of a new type may thus be constructed.” While America had only poor ores of uranium, Einstein noted, “there is some good ore in Canada.” Therein lies a tragic story.

At the end of 1998, a Canadian Indian named Cindy Gilday described that tragedy to a United Nations conference on Human Rights. She spoke on a panel considering whether the environment, the economy and human rights were “cross currents or parallel streams.”

Amoco had sponsored Ms. Gilday’s presentation at the conference, held in Edmonton, Canada to celebrate the 50th anniversary of the Universal Declaration of Human Rights. The program brought together many of the world’s foremost human rights activists. One speaker after another described the global struggle for human rights. (Many of the speakers have themselves been jailed for having had the impertinence to suggest, for example, that their national governments endorse democracy.) They argued forcefully that human rights are universal, and do not conflict with cultural or religious values.

Ms. Gilday’s presentation spoke to the experience of one band of Indians during the Second World War. Those Indians lived a traditional nomadic existence, very few spoke much English, and they knew almost nothing about the war. As it happened, however, their traditional territory was near the uranium mine being developed for the Manhattan Project.

The ore came from a rich deposit of uranium and radium along the shores of Great Bear Lake, in Canada’s Northwest Territories. During the long days of summer, a wartime mining company hired local Indian men to carry 40-kilogram burlap bags of ore from the mine to the Mackenzie River. They carried those loads for long hours, for months on end. When the bags ripped apart, they shifted the spilled ore off the trail, but took the contaminated bags to their temporary village. There, the burlap found many uses.

Years later, the ore-carriers began dying of cancer, and the community now known as Deline became, in Ms. Gilday’s words, “a village of widows.” Eventually, the Aboriginal people became aware of the connection between radioactivity and cancer. They also came to understand that they had unwittingly helped contaminate their remote northern homeland with radioactive waste.

According to Ms. Gilday, the families of the men who served as ore-carriers during the war have wounds that are yet to be healed. “Like most Native Americans, their culture, spirit and their very beings are linked intimately with the well-being of mother earth. This has been compromised by uranium mining contamination....If their environment is compromised, their lives are compromised.” She argues that their wartime experience involved a breach of human rights, which no government has ever attempted to redress.

The contrarian could suggest that everyone who dealt with radioactive elements in the early years faced unknown risks. After all, radiography pioneer Marie Curie herself died of cancer.

But whichever side of this argument you take, Ms. Gilday’s story illustrates three powerful trends in modern society. The dynamic relations among public health, safety and the environment comprise a single issue. Another is that many of the world’s indigenous peoples have learned to mobilize public opinion in their effort to reclaim traditional landsand livelihoods. The third is that moral claims based on human rights have economic and political force. Each has powerful implications for globally organized business.

When the United Nations adopted the Universal Declaration of Human Rights in December 1948, Soviet representative Andrei Vishinsky dismissed it as just a “collection of pious phrases.” Sadly, for the first two decades of its existence, Vishinsky’s assessment seemed to be accurate. But the declaration has been gathering momentum since the 1970s.

Today, western democracies expect their leaders to raise human rights issues when they visit such countries as China. Large corporations that buy from Third World sweatshops or operate within countries that are the worst abusers of their citizens frequently find themselves the targets of boycotts and picket lines. And countries that systematically violate human rights often find the world’s economic powers imposing embargoes and economic sanctions upon them.

No one understands this better than South Africa’s Anglican archbishop emeritus, Desmund Tutu. As a critic of the former South African system of Apartheid, Mr. Tutu received the Nobel Peace Prize. His moral influence led to intense international economic and diplomatic pressure, which eventually led to abandonment of that system of institutional racism. This was one of the great recent victories for the human rights movement.

The keynote speaker at the UN’s human rights conference, the charismatic archbishop characterized South Africa’s victory over Apartheid as a “spectacular victory over the forces of evil and wickedness.” In his introduction to a wide-ranging address on South Africa’s Truth and Reconciliation hearings, which he had led, this tiny little man added a small but enormously significant comment – with enormous humility, and to thunderous applause. “Our victory is your victory,” Mr. Tutu said. “Thank you, thank you, thank you for your support.”

After centuries of human rights abuses, Archbishop Tutu said, “We in South Africa are a wounded people, in need of reconciliation. By enabling this reconciliation to occur, perhaps God is setting up South Africa as a beacon to the world.” He chuckled about “the perverse sense of humour” of the Divine, which could make a troubled country like South Africa a beacon of hope for such countries as Bosnia, Rwanda and Serbia.

The movement that Mr. Tutu so articulately represents has gained great strength in recent decades. Why?

The Universal Declaration of Human Rights and a group of related international agreements, including the four Geneva Conventions signed in 1949, have created a body of thought respecting human rights, war crimes and humanitarian law. International bodies are giving this body of law some teeth. And publicity promoted by human rights groups is combining with TV screens full of graphic scenes of humanitarian disasters to increase public concern. Victims are no longer seen as someone else’s problem.

There is also the question of the moral high ground.
A very large percentage of the world’s human rights activists are driven by a sense of higher purpose. Albert Einstein, a Jew, famously remarked that “God does not play dice with the universe.” Cindy Gilday talked about the “culture, spirit and very beings” of American Indians as being “intimately linked with the well-being of mother earth.” And Archbishop Tutu’s profession speaks for itself.

While spiritual values are no doubt one important value behind the human rights movement, “the struggle for democracy” is another. In a notable book by that name published a decade ago, Canadian authors Patrick Watson and Benjamin Barber put the point concisely. “We found that to tell the story of democracy is also to explore the fundamental human urge towards self-mastery and liberation: the inclination to speak openly, communicate freely, pray according to one’s beliefs, dance to one’s own tune, think as one pleases – but to do so in the company of other men and women in a spirit of cooperation.”

Many forces are guiding the human rights movement. The expansion of democracy is one. The human spirit is certainly another. A sense of the Divine, perhaps, is a third. And a growing body of international law underlies all three. Whatever the causes of this remarkable movement, everyone, everywhere, is a beneficiary.