1.

EDUCATION

1.1. SOUTH SUDANESE TEACHER WORKING WITH REFUGEES OF ALL AGES

Teacher Koat Reath is a refugee from South Sudan. His students are, too. They smile as they sing along with him in their
classroom.
Koat and his students are living at the Jewi refugee camp in Gambella, Ethiopia. They have fled fighting in their homeland.
Koat believes that education is the solution to a better future in South Sudan.
Koat says he wants to make sure the young -- and the old -- are ready to take part in rebuilding the country.
"I'm teaching these children to be the doctor, and the president and the pilot, so this is my role to volunteer myself to teach
these children to build a good future in South Sudan, to do a good thing."
He teaches his students how to read and write in their native language, Nuer. And he makes a point of adding a few words
in English.
Young refugees from South Sudan listen to teacher Koat Reath in the classroom where he teaches at the Jewi refugee camp
in Gambella, Ethiopia. (Photo: UNHCR)
Young refugees from South Sudan listen to teacher Koat Reath in the classroom where he teaches at the Jewi refugee camp
in Gambella, Ethiopia. (Photo: UNHCR)
Koat Reath has been teaching for almost 10 years. He says children learn better when their classes are fun. Keeping their
attention can be difficult in the camp. At any time, more than 100 students fit tightly into one room.
This past summer Koat provided extra classes to his students under an initiative of Plan International and other partners of
the United Nations refugee agency. The idea is to help children catch up on schooling they missed because of fighting in
South Sudan. He also teaches adults at the camp.
South Sudan's conflict has had a major effect on children. Jewi camp is home to fifty-four thousand refugees. As many as
two-thirds of them are children. They lost their homes and some saw family members killed. The years of violence have also
prevented the youngsters from having an education. Some never even had a chance to start school, and many who did have
dropped out altogether.
Koat Reath shares much more than a love of learning with his young students. Like them, he is a victim of a war. He and his
family fled to Ethiopia in 2015 after their home in Jonglei state was burned to the ground.
Koat Reath is shown in the classroom where he teaches young refugees from South Sudan at the Jewi refugee camp in
Gambella, Ethiopia. (Photo: UNHCR)
Koat Reath is shown in the classroom where he teaches young refugees from South Sudan at the Jewi refugee camp in
Gambella, Ethiopia. (Photo: UNHCR)
Nyamani Pur is a refugee student. She praises Koat’s work in the classroom.
She says, “I like how he teaches, and he is very funny. I like that.”
Koat and his fellow teachers are doing what they can to help their students. At this time, only two-thirds of South Sudanese
children in Ethiopia can attend primary school.

Most of those attending primary school — about 86 percent — do not and cannot continue on to secondary school.
There are not enough classrooms, trained teachers or teaching materials for the South Sudanese refugees.
Koat is 41 years old and a father to five children. He admits to sometimes feeling tired, but keeps on going.
Young refugees from South Sudan listen to teacher Koat Reath in the classroom where he teaches at the Jewi refugee camp
in Gambella, Ethiopia. (Photo: UNHCR)
Young refugees from South Sudan listen to teacher Koat Reath in the classroom where he teaches at the Jewi refugee camp
in Gambella, Ethiopia. (Photo: UNHCR)
"I am tired, but I cannot say that I am tired because I am forwarding (preparing) the people to be like me or to be like other
people around the world.”
The South Sudanese refugees learn in their native language and in English, while their teachers work to adapt to the
Ethiopian education curriculum.
Many teachers say their monthly pay of $27 is not enough. So they look for other kinds of work.
But not Koat Reath. He has a purpose, and loves what he is doing.
"I love this teaching because I want to forward (prepare) the young generation to be the good children in the future."
I’m Anne Ball.

Words in This Story

 ROLE – N. a part that someone or something has in a particular activity or situation

 FIT – V. to go into or through a particular space
 INITIATIVE – N. a plan or program that is intended to solve a problem
 CATCH UP – N. to try to reach the same position, score, etc., as a competitor after you have fallen behind
 DROP OUT – N. a person who stops going to a school, college, etc., before finishing : a person who drops out of
school
 PRIMARY SCHOOL – N. a school for young children
 CURRICULUM – N. the courses that are taught by a school or college

1.2. POST-COLLEGE PATH NO LONGER SO CLEAR

The path one takes after earning a degree from a college or university in the United States is not as clear as it once was.
Two new studies suggest that college graduates entering the U.S. job market may not work in the field they expect. And
these men and women may change jobs and even industries more often than their parents ever did.
Some experts say this both presents new difficulties and opens up new possibilities in an economy that is going through
changes.
The first study is from Emsi, a company specializing in labor market research. The company released the findings last
month.
The Emsi study was based on an examination of the job histories of about 125 million Americans. Researchers looked at
the first three jobs of individuals who completed four-year degree programs in six fields. The six were languages and
philosophy, the social sciences, business, communications, engineering, and information technology.
The study found that many of the graduates started out working in the field they studied in college. For example, 20
percent of engineering graduates worked in industrial or mechanical engineering for their first job. Yet by their third
job, many were working in a completely unrelated field. Advertising, sales, and financial research were among the top
10 job outcomes, or results, for all six groups.
In fact, about 54 percent of all job outcomes in the study were some form of business operations.
Clare Coffey is a data researcher and writer for Emsi. She told VOA that the study does not speak to the outcomes for
college students in every field. But the fact that the six fields in the study are so different and yet had similar outcomes
does suggest career paths have changed overall.
“A lot of the way we think about work and education … is still … like, ‘The jobs are scientists and writer and teacher;’
sort of this ‘What do you want to be when you grow up?’ way of thinking about jobs,” said Coffey. “But the areas where
there’s tons of demand and tons of growth are … being able to communicate about products for companies and also
oversee the process by which they’re distributed.”
FILE - A graduate from Columbia University's School of Engineering sleeps during the university's commencement
ceremony in New York, May 16, 2012. (REUTERS/Keith Bedford)
FILE - A graduate from Columbia University's School of Engineering sleeps during the university's commencement
ceremony in New York, May 16, 2012. (REUTERS/Keith Bedford)
Coffey noted an important detail to consider is that in fields like the hard sciences, such as chemistry, it is easier to
explain what skills your education has given you. So colleges and universities need to better explain to philosophy
students, for example, the value in the skills they gain, such as written communication and forming arguments. Then
graduates can better demonstrate their value as they move from one field to another.
Edwin Koc argues that changing jobs and even fields is something the current generation of college students will deal
with more in the future. Koc is the director of the National Association of Colleges and Employers. He noted that his
daughter, who graduated from college in 2014, has held four different jobs to date. He graduated in 1973 and has held
the same number of jobs since then.
Part of the reason for this is that the current U.S. job market is very strong. This means that if people are unhappy with
their current position, it will likely be easy for them to find a job with better pay, Koc said. Younger workers also have
less of a connection to their employers as they have seen growing limitations on financial benefits and even job
security.
“They’ve gone through growing up during a period when their parents may have found themselves … losing their jobs or
at risk of losing their jobs, during the Great Recession. And they’re carrying that over with them: a skepticism about
what an employer will do on their behalf,” said Koc.
He suggested that employers also have power in the current labor market. As technology changes, the skills a person
possesses upon graduating often become outdated within six years. And employers have more skilled workers to
choose from than ever before, meaning almost anyone can be replaced.
This lack of straightforwardness in career paths does not just affect graduates of four-year degree programs, says
Hironao Okahana. He is associate vice president for research and policy analysis at the Council of Graduate Schools.
In this May 24, 2010 file photo, future graduates wait for the procession to begin for the graduation ceremony at Yale
University in New Haven, Connecticut.
In this May 24, 2010 file photo, future graduates wait for the procession to begin for the graduation ceremony at Yale
University in New Haven, Connecticut.
Okahana and Koc agree that in the past, the job outcomes for those with a doctoral degree, or PhD, were much clearer.
PhDs require an intense level of expertise – so much expertise that most PhD holders once were almost guaranteed
jobs as university professors or researchers.
In July, the Council of Graduate Studies released a study looking at the job outcomes for over 4,700 PhD holders. All of
the subjects had graduated either three, eight or 15 years ago. Overall, few Phd holders who graduated 15 years ago
changed jobs recently, and most found their current jobs within three years of graduating.
This was not the case for PhD holders who graduated eight years ago, and was even less likely for those who graduated
in the last three years. Also, the majority of career moves for these two groups were away from higher education and
into business, government and non-profit industries.
Okahana said this means that by no means should a PhD holder consider their first job as a permanent move. It also
means that they now have the chance to work in fields that they may never have considered before. But because of
this, they must try to develop as many skills that are useful in different fields as they can.
“Some of the … broader skills become important, which sort of points to … post-secondary education not just as …
workforce development or job preparation but more … education for the whole human,” said Okahana.
He, Edwin Koc and Clare Coffey all said they agree that colleges and universities must support students’ ability to grow
and change. They should do this by urging students to take classes outside their usual field of study and seek out early
work experience in areas of interest to them. Employers should look to fill positions with individuals who might not
have studied the subjects normally expected for those jobs.

I’m Jill Robbins.

And I’m Pete Musto.

Words in This Story

 DEGREE – N. an official document and title that is given to someone who has successfully completed a series of
classes at a college or university
 GRADUATE(S) – N. a person who has earned a degree or diploma from a school, college, or university
 DISTRIBUTE(D) – V. to give or deliver something to people
 BENEFIT(S) – N. something extra, such as vacation time or health insurance, that is given by an employer to
workers in addition to their regular pay
 SKEPTICISM – N. an attitude of doubting the truth of something, such as a claim or statement
 ON (THEIR) BEHALF – N. as a representative of someone
  OUTDATED – ADJ. no longer useful or acceptable
 REPLACE(D) – V. to put someone or something new in the place or position of someone or something
 DOCTORAL DEGREE – N. the highest degree that is given by a university
 POST-SECONDARY – ADJ. of or relating to education after high school

1.3. FINDING CLASSROOM SPACE IN THE BAHAMAS

The powerful ocean storm that struck the Bahamas earlier this month killed more than 50 people and destroyed many
homes, businesses and school buildings.
Now, Bahamian education officials are trying to find classroom space for students whose families have been displaced.
Hurricane Dorian was one of the most powerful storms in the country's recorded history. It made landfall on September
1 and remained on top of the northern Bahamas for almost 50 hours. It damaged or destroyed nearly every structure
on the island of Great Abaco. The nearby Grand Bahama island was hit hard, too.
Bahamian officials say they hope fewer than 10,000 students would need to be placed into new schools. The plan is to
move them to schools across the islands.
Officials recently set up what they describe as a “one-stop shop” for the displaced students. Last Thursday, those
students gathered inside the Thomas A. Robinson National Stadium in Nassau, the Bahamian capital.
The students – aged 4 to 19 – waited in line for clothing, school supplies, shots and vision and hearing tests. They also
sought appointments to speak with volunteer mental health workers.
“These kids need their education, how are they going to get jobs or have any options?” said Chandra Alexis, an 18-year-
old evacuee from Abaco, about 150 kilometers north of Nassau.
“We lost everything; without school there’s nothing,” she said. She was waiting in line to find out which schools her
younger sister and another family member would attend this year.
The island of Abaco had 17 schools, most of them public. Grand Bahama had about 20 schools, said Belinda Wilson. She
is president of Bahamas Union of Teachers. She said all of the union's members on the two islands were found safe.
A man and girl peer out from a bakery and cafeteria in Freeport, Bahamas, Wednesday, Sept. 11, 2019. Those who
survived Hurricane Dorian are facing the prospect of starting their lives over but with little idea of how or where to even
begin. (AP Photo/Ram
A man and girl peer out from a bakery and cafeteria in Freeport, Bahamas, Wednesday, Sept. 11, 2019. Those who
survived Hurricane Dorian are facing the prospect of starting their lives over but with little idea of how or where to even
begin. (AP Photo/Ram
Public schools on most islands opened on September 9, a week later than the planned opening. But on Abaco and
Grand Bahama, schools remained closed. Engineers have had to check the safety of the school buildings.
Wilson and the teachers union say that no teacher or student “is going to enter any of those buildings until an engineer
is able to say to that those schools are structurally sound."
Lorraine Armbrister is permanent secretary of the Bahamas’ Ministry of Education. She said the main goal right now is
to get children back into school, “so that they’re not further disadvantaged or further traumatized.”
She said, “We want to normalize their lives as soon as possible.”
The government is registering evacuees living in temporary shelters in the capital. Soon it will work with those staying in
Nassau hotels or with family and friends to get their children into schools.
People wait at the Leonard M. Thompson International Airport during an evacuation operation after Hurricane Dorian
hit the Abaco Islands in Marsh Harbour, Bahamas, September 6, 2019. REUTERS/Marco Bello
People wait at the Leonard M. Thompson International Airport during an evacuation operation after Hurricane Dorian
hit the Abaco Islands in Marsh Harbour, Bahamas, September 6, 2019. REUTERS/Marco Bello
Nassau is on New Providence island. Wilson said that island’s schools may not have enough room for all of the displaced
children who were evacuated to the capital.
“There are many other islands that could accommodate students,” said Wilson, whose union represents about 4,000
teachers on 24 islands.
She added that the process of moving teachers, students and parents to different islands will “take all of our
imagination.”
The United Nations Children’s Fund is working with the Bahamian Education Ministry. It said student sign-ups would
begin on other islands in the coming days.
The process is set to continue through the middle of October but may go longer if needed, Armbrister said. With every
student needing health exams, education officials are able to process only about 200 to 300 students a day.
I’m Anne Ball.

This story was written by Reuters reporter Zachary Fagenson in Nassau. Anne Ball adapted this story for VOA Learning
English. Ashley Thompson was the editor.
What do you think of this story? Write to us in the comments section below.

Words in This Story

 DISPLACED – V. to force people or animals to leave the area where they live

 DISADVANTAGED – ADJ. lacking the things (such as money and education) that are considered necessary for an
equal position in society

 TRAUMATIZED – V. to cause (someone) to become very upset in a way that often leads to serious emotional
problems : to cause (someone) to suffer emotional trauma

1.4. TRAIN YOUR BRAIN TO THINK IN ENGLISH

If you live in a place where most people speak the language you are learning, you may use the language for several
hours each day.
So, it may become part of your “inner speech.” In other words, you start thinking in that language. Your mind stops
trying to translate things from your native language into the second language.
But, the majority of the VOA Learning English audience lives in places where English is not the main language.
This may be true for you. You may not have many chances to practice English. You may even be self-taught.
When you speak, your speech might be slower than you would like. This is because your mind is still translating from
your first language, which can also sound unnatural. English, like every other language, has its own sentence structure.
The good news is that thinking in English can bring you a huge step closer to fluency! It is not very difficult, but it does
take conscious effort and practice.
On today’s Education Tips, we will share some mental exercises that can help.

Think in single words

Most experts note that it’s best to start small. So, a good first step is to think in individual words.
Look around you. What do you see? In your head, try to name each object in your surroundings.
Charles Thomas has taught English to Union members, children and teenagers for over 10 years. He has also helped
open schools in several countries. He currently works for EF International Schools in Washington, D.C.
Thomas tells his students to name the things that they see around them, wherever they are.
“As you continue with this, it becomes more of a habit, so things are going to pop up into your head – computer,
telephone, chair, desk. Whatever it is…wherever you are.”
Start with nouns and then add in verbs, he suggests.
He says you can also do this at home when you wake up and before you go to sleep.
Teacher Andrew Hinshaw also finds this exercise helpful.
He has been teaching English for 12 years, including in Vietnam for the U.S. Department of State. He currently teaches
at the Carlos Rosario International Public Charter School in Washington, D.C.
Hinshaw remembers one method some of his Vietnamese students liked.
“I’ve had students tell me that they label everything in their room or their apartments so that these English words, kind
of, stick in their heads.”
Most experts suggest starting with small exercises. So, a good first step is to think in individual words.
Most experts suggest starting with small exercises. So, a good first step is to think in individual words.

Describe unknown words

Another exercise that both Thomas and Hinshaw suggest is describing in your mind objects you don’t know the words
for.
An example would be if you couldn't think of the word "garage,” Thomas says.
“If you’re looking at your house and you see your garage, but you can’t think of the name in English, you can say, ‘The
place inside where I put my car.’ Or you can say, ‘It’s next to my house. I keep things there.’”
He says you can also use shorter phrases, such as “It’s similar to…” or “It’s the opposite of…”
Hinshaw says doing this can help learners of any language. As a Spanish learner, he does it himself.

Think in sentences

The next exercise is thinking in simple sentences.

For example, if you are sitting in a park, you can tell yourself things like, “It’s such a beautiful day” and “People are
playing sports with their friends.”
Once this becomes easy, you can move on to more difficult sentences.
Hinshaw sometimes uses this exercise to think about what he wants to say to people in Spanish.
“I definitely try to say these sentences in my head or try to put the words together without thinking too much about if
it’s absolutely correct.”

Describe your day

Another exercise experts suggest is to describe your daily activities. There are a few ways to do this.
Thomas asks his beginning-level students to describe their day using the simple present verb form. So, they would think
to themselves things like, “I put on my shirt” and “He drives the bus.”
Other experts say you can mentally make plans in the morning when you wake up. This would require other verb
tenses. So the skill level is a little higher.
For example, you might tell yourself, “When I leave the house, I’m going to get an iced coffee. Then, I’ll take the train to
class. I’m studying with Paola today. She said she booked a study room at the library for 2 p.m.”

Think in conversation

Now, let’s move to thinking in conversation.

When you do this, you are imagining yourself speaking to someone else. You are asking the questions and thinking of
replies.
This is a great way to practice what you might say in a real conversation.
For example, let’s say the imaginary person asks you a question like, “What did you think of the award show last night?”
How would you answer? Imagine the conversation and practice it in your head.
You can do this out loud or in silence.

Take notes
For all of these exercises, there will of course be words and phrases that you do not know. So, at some point you will
need to use a dictionary.
If your skill level is high enough, you might consider using an English-to-English dictionary.
Hinshaw suggests writing down just five to 10 new words and phrases each day.
Keeping a notebook, he says, helps you remember the situation that you needed that word or phrase for. This makes it
easy to recall when you are in such a situation again.

Practice it daily

So, how much time should you spend on these exercises?

Thomas says do a little every day.
“So when you’re doing it every day, over and over again, little by little, that’s the key. Because, when you make things a
habit, then it just pops up into your mind without thinking and then, before you know it, really, you’re thinking in
English.”

I'm Alice Bryant.

Alice Bryant wrote this story for Learning English. Ashley Thompson was the editor.

Words in This Story

 TRANSLATE – V. to change words from one language into another language
 PRACTICE – V. to do something again and again in order to become better at it
 FLUENCY – N. the ability to speak easily and smoothly
 TEENAGER – N. someone who is between 13 and 19 years old
 HABIT – N. a usual way of behaving
 POP UP – V. to appear in usually a sudden or unexpected way
 LABEL – V. to put a word or name on something to describe or identify it
 GARAGE – N. a building or part of a building in which a car or other vehicle is kept
 ABSOLUTELY – ADV. completely or totally
 BOOK – V. to make arrangements so that you will be able to use or have something, such as a room, at a later
time
 SILENCE – N. a period of time in which people do not talk

1.5. IS TEACHING WRITING AS IMPORTANT AS TEACHING READING?

When educators think of literacy -- the ability to read and write -- they often place more importance on students’
abilities to read and fully understand a piece of writing.
But experts say critical and creative writing skills are equally important. And, they say, they are too often overlooked in
the classroom.
Compared to reading, writing is more active. It helps students be independent thinkers, take ownership of their stories
and ideas and communicate them clearly to others, says Elyse Eidman-Aadahl. She heads the National Writing Project,
which offers help for teachers who want to push students to write more.
Eidman-Aadahl said, “Unless we want an education system just focused on making people consumers and not focused
on helping them be producers, this emphasis on reading only -- which does happen in so many places -- is very short-
sighted.”
She said students’ writing work now usually centers on examining a text, instead of presenting a new idea. Writing, she
said, should be “the central thing you’re learning. Not writing on a test, not writing to demonstrate you’re learning what
someone has taught you....”
Writing improves reading skill
Teaching reading together with writing improves both skills, says Rebecca Wallace-Segall, who heads a New York City
writing center, Writopia Lab.
She said writing affects a person’s ability to read. More than 90 percent of young people in the Writopia program do not
trust their writing abilities when they start, Wallace-Segall said.
But she said they learn to enjoy the writing process and become more effective readers, too.
Eidman-Aadahl said employers today seek workers “all the time” who can write well. Digital tools increasingly mean
that people are “interacting with the internet through writing,” she said.
Young people are already writing all the time -- through text messages, emails and on social media.
Eidman-Aadahl said every young person today is a writer if they are connected to the internet. So, she added, “we have
to help them do it in the best, most responsible, critical, prosocial way.”
Working through problems by writing
Supporters of writing-centered teaching add that writing empowers young people.
“When students own their voices and tell their stories, they become not only stronger and more confident writers, but
also stronger and more confident individuals,” says Ali Haider. He is director of the Austin Bat Cave, a creative writing
center in Austin, Texas.
Wallace-Segall said that writing also helps students work through difficulties they face in life. Writing lets them work
through their problems “subconsciously,” she said.
“They’re not writing a story about a difficult father or directly about a bully in class, but they are creating a fictional
scenario that might feel distant enough for them to go deep into it.”
Teaching students to write well can have an effect on the larger world, notes Dara Dukes. She leads Deep Center, an
organization in Savannah, Georgia that works with young writers to share their stories with policymakers, judges,
politicians and police officers.
Dukes said, “...Those adults can see that the stories they’re telling themselves about those young people are often
wrong and doing a lot of harm in the world.”

I’m Ashley Thompson.

The Associated Press reported this story. Ashley Thompson adapted it for VOA Learning English. Caty Weaver was the
editor.

Words in This Story

 FOCUSED – ADJ. giving attention and effort to a specific task or goal

 EMPHASIS – N. special importance or attention given to something
 SHORT-SIGHTED – ADJ. made or done without thinking about what will happen in the future
 CONFIDENT – ADJ. having a feeling or belief that you can do something well or succeed at something: having
confidence
 SUBCONSCIOUSLY – ADV. operating from the part of the mind that a person is not aware of
 BULLY – N. someone who frightens, hurts, or threatens smaller or weaker people
 FICTIONAL SCENARIO – N. a story of the imagination

1.6. BECOMING AN ENGLISH TEACHER

By the year 2020, some two billion people in the world will be using English, or learning to use it.
Digital English language learning products and services are worth about $2.5 billion dollars a year.
That estimate comes from the British Council, an international cultural and educational program based in Britain.
The increasing demand for English has led many people to explore careers in teaching the language. Being a native
speaker is not necessary to teach English. In fact, some experts say that being a non-native speaker can be very useful
when teaching English.
Today, we speak with one of those experts. Her name is Babi Kruchin. She is a certified teacher trainer for the
Certificate of Language Teaching to Adults, or CELTA from the University of Cambridge/Royal Society of Arts.
Babi Kruchin holds a Master’s Degree in Teaching English to Speakers of Other Languages, or TESOL from Hunter College
in New York City. She has been teaching at the American Language Program at Columbia University since 1999.
VOA Learning English spoke to her by telephone recently. Our interview has been shorted for the purposes of this
program.

JR: How did you get into your teaching career?

BABI KRUCHIN: So,I got into my field by accident. I was actually an art student in Brazil, and when I started college, the
school where I had studied ESL as an after school program invited me to teach small kids. And, I started teaching small
kids, and I enjoyed it…
In this Sept. 30, 2016 photo, teacher Regina Yang leads a bilingual Korean-English language immersion classes at Porter
Ranch Community School in Los Angeles.
JR: Where was the school?

BABI KRUCHIN: That school is called Lollipop, and it’s in Porto Alegre, Brazil – where I’m from.

JR: How did you get from teaching at that school to teaching at Columbia University?

BABI KRUCHIN: So I taught at that school, then I transferred my major from art to languages. And then, I went - I wanted
to live in an English speaking country, so I lived in the UK for a year where I did my CELTA training, which is a certificate
program. Then I came back to Brazil, I continued teaching at a bigger school called Britannia, and then I started training
teachers. I went from being a teacher to a teacher trainer in Brazil and I was training through the CELTA program. And
then I moved to the U.S. and I decided to do a master’s in TESOL. And then my career kind of took off - I taught at many
different programs in New York as an adjunct professor until I got a full-time position at Columbia.

JR: What skills do you need for your profession, aside from English language skills?

BABI KRUCHIN: So, I think first and foremost, yes, interpersonal communication skills. Because teaching is all about
teaching other people. And a great awareness of who my students are at many levels, like at the personal level, at an
academic level, at a critical thinking skills level… So, there is a lot of student awareness that goes hand in hand with
teaching. So, in other words, there is the content and the person who is right in front of you, and you are addressing the
person.
And then thinking of myself, I have to have great organizational skills, to organize materials, and the classes and the
student assignments, so on and so forth. So I think if somebody wanted to go into teaching they would have to think
about being organized, having interpersonal skills, to some degree, public speaking, because if you have a fear of
speaking in front of other people, I wouldn’t recommend that career, because you are in front of a classroom and
addressing them…
Some leadership skills because you do have to tell students what to do and how to go about doing tasks … and a great
deal of creativity, I think, to create interesting lessons…
JR: How do you recommend that people develop their teaching skills? Is there a good resource for developing these
skills?

BABI KRUCHIN: A resource is always feedback from colleagues… having peer observations or developmental
observations. In other words, the idea that it is never ready, you are never done, you never know it all…
And also, keeping at the back of my mind that professional development is important, so attending conferences and
reading in the field, and trying out new things. So, being aware of what's new. And I think a great deal of reflective
thinking. I think with teaching, one needs to evaluate what happened. Sometimes at the beginning of your career, it's
good to discipline one’s self and do it more rigorously – that’s write a reflective feedback of the lesson I've just taught.
But then as you become more experienced, I think it's also very important to look back and say 'Was this a good class?
Was this a good semester? What worked? What needs to be improved?'

JR: What recommendations do you have for those who are thinking of entering the teaching profession?

BABI KRUCHIN: I think the first question is: do you really want to be a teacher? I have somebody I know who thought
they wanted to become a teacher, and when they actually went into the field, they realized the amount of work it is. It's
a tremendous amount of work. So I think one needs to be aware of that – that you need to like it. Because if you don’t
like it, it's not something you can just jump through the hoops.
And the other thing I think people need to be aware of is that in terms of compensation, teaching is a profession that is
not very well paid, but also to think about how rewarding it is to meet people from different cultures… and to know that
you learn all the time from your students.

JR: What recommendations do you have for English learners who would like to pursue a career in teaching English?

BABI KRUCHIN: Right, I would say that being a non-native speaker teacher of English as a second language is an asset.
Because, like your students, you have gone through the process of learning the language. You are better equipped to
understand what they are going through. Whereas if English is your first language, you may not empathize with what it
is like to learn a second language. If you think not being a native speaker of English is an obstacle, you're wrong,
because it is actually something that gives you another set of skills.

JR: Is there something that you would like to add with respect to becoming a teacher?

BABI KRUCHIN: No, I would say it's a very rewarding field because it is intellectually stimulating, and you are involved
with other people, and you can use your creativity. I think those would be my final words.
JR: Thank you for taking the time to speak with us! Have a pleasant day.
BABI KRUCHIN: Ok, thanks. Nice talking to you, Bye!
JR: Yeah, good to talking to you too.
I'm John Russell.
John Russell wrote this story for VOA Learning English. George Grow was the editor.
We want to hear from you. Write to us in the Comments Section.

Words in This Story

 DIGITAL – ADJ. of or related to electronic technology
 CERTIFY – V. to officially recognize; to confirm
 MASTER’S DEGREE – N. A recognition given to a student by a college or university usually after completion of a
graduate-level study program
 INTERVIEW – N. a meeting or discussion between two people, usually for information
 KID – N. a child
 TRANSFER – V. to move from one place to another
 ADJUNCT – ADJ. added to a teaching staff for only a short time or in a lower position than other staff
 INTERPERSONAL – ADJ. relating to or involving relations between people; existing or happening between
people
 AWARENESS – N. knowledge of a fact or situation
 ACADEMIC – ADJ. related to or involving education
 COLLEAGUE – N. someone with whom one works in a business
 PEER – N. a person who belongs to the same age group or social group as someone else
 EVALUATE – V. to judge the value or condition of (someone or something) in a careful and thoughtful way
  COMPENSATION – N. payment given for doing a job
 REWARD – V. to make a gift of something (to someone) in recognition for their services
 ASSET – N. a valuable person or thing
 EMPATHIZE –V. to have the same feelings as another person : to feel empathy for someone — often + with
 OBSTACLE – N. a barrier

1.7. BILINGUAL TEACHERS IN SHORT SUPPLY ACROSS AMERICA

About 10 percent of public school students in the United States are English language learners. In some states, that
number is much higher.

In California, for example, 38 percent of students enter the public school system as English learners. Overall, about 21
percent of California public school students are considered English learners.

For years, these students had few chances to receive a bilingual education or take special classes for English learners. In
1998, California voters passed a measure that ended many programs for English language learners, in favor of English-
only education. The measure was known as Proposition 227, or the “English in Public Schools” measure.

Jose Antonio Gonzalez, 10, left, cheers with other children as Proposition 227 writer Ron Unz addresses the media and
supporters of the proposal to end bilingual education in the state, in Los Angeles Tuesday, June 2, 1998.
Jose Antonio Gonzalez, 10, left, cheers with other children as Proposition 227 writer Ron Unz addresses the media and
supporters of the proposal to end bilingual education in the state, in Los Angeles Tuesday, June 2, 1998.
In November 2016, that measure was overturned. Today, California public schools are working to bring in and expand
bilingual offerings.

However, progress has been slow. School systems across the state say they simply do not have enough qualified,
bilingual educators to serve their students.

California is not alone in this struggle. Thirty other states and the District of Columbia report shortages of teachers in
the areas of bilingual instruction and English as a Second Language.

Observers fear a continued shortage will further harm English learners’ chances for a meaningful education.

But there are national and local efforts underway to find solutions. We talk about those today.

First, we will discuss the population involved.

America’s English language learners

An estimated five million students in the country are considered English language learners, or ELLs. Such students are
the fast-growing group in U.S. public schools.

Last month, the Council of Great City Schools published its latest findings on English learners. The report looked at
several conditions for English learners attending public schools in 74 major U.S. cities.

In its report, the council defines English learners as between the ages of 3 and 21; whose native language is not English;
and whose difficulties in reading, speaking and understanding English are enough to keep them from having success in
the classroom.
In this photo taken Feb. 14, 2014, kindergarten teacher Thao Tran helps student Brian Ho learn fish-related words in
Vietnamese in a dual immersion language class at White Center Heights Elementary School in Seattle, Washington (AP
Photo/Elaine Thompson)
In this photo taken Feb. 14, 2014, kindergarten teacher Thao Tran helps student Brian Ho learn fish-related words in
Vietnamese in a dual immersion language class at White Center Heights Elementary School in Seattle, Washington (AP
Photo/Elaine Thompson)

The most commonly spoken languages among ELLs in America are Spanish, Arabic, Chinese, Haitian Creole and
Vietnamese. Speakers of those five languages make up 92 percent of all ELLs included in the council’s report.

Methods for teaching ELLs

English learners can enroll in one of several kinds of programs, depending on where they live. There are transitional
programs, in which students are mostly taught in their native language but also receive English training. And there are
structured programs, which offer students almost all classroom teaching in English. These kinds of programs do not
always permit students to become skilled at writing and reading in their own language, however.

There are also so-called dual-language immersion programs. These programs offer instruction in two languages --
English and another language. Research has shown that English learners do best in dual-language programs, especially if
the second language is their own mother tongue.

This Sept. 30, 2016 photo shows a display at a bilingual Korean-English language immersion classes at Porter Ranch
Community School in Los Angeles. (AP Photo/Nick Ut)
This Sept. 30, 2016 photo shows a display at a bilingual Korean-English language immersion classes at Porter Ranch
Community School in Los Angeles. (AP Photo/Nick Ut)
This is not a usual education model in America’s public schools, however. A 2017 study by the Rand corporation
estimated that the US has between 1,000 and 2,000 dual language immersion programs. By comparison, the United
States has over 130,000 schools serving kindergarten through 12th-grade students.

The lack of high-quality bilingual programs is clear when considering student outcomes. Nationally, about 83 percent of
students complete their high school education. But the graduation rate among English learners is far lower – 65
percent.

The case in California

Before Proposition 227 passed in 1998, 30 percent of California’s 1.3 million English learners took part in bilingual
programs. But in the years after, only 5 percent were able to take part in such programs. This information comes from a
report released last month by Education Next.

Since the proposition was repealed, schools in California have been hoping to bring back bilingual programs. A 2017
public opinion study found that 58 percent of school districts in the state had plans to add or expand bilingual
programs.

Unidos Dual Language Charter School teacher Rosa Pellicer talks about her class in Forest Park, Georgia, Monday, Aug.
21, 2006. (AP Photo/Ric Feld)
Unidos Dual Language Charter School teacher Rosa Pellicer talks about her class in Forest Park, Georgia, Monday, Aug.
21, 2006. (AP Photo/Ric Feld)
However, 86 percent of those districts said the shortage of bilingual teachers was slowing those plans.
Experts and school administrators told Education Next that school systems in California are “stealing each other’s
teachers.” To compete, many systems in the state now offer extra money for teachers with bilingual skills.

More districts “growing” their own teachers

School systems across the country sometimes look for bilingual educators internationally. But education experts and
policy organizations say there are ways for states to find and train new teachers in their local communities.

One method involves “growing” more educators within their community. This is called “grow your own” or GYO.

New America is a policy organization based in Washington, D.C. Its Education Policy team carries out research meant to
strengthen America’s educational system.

It says "grow your own" programs can both fix teacher shortages in states and increase the racial and linguistic diversity
among teachers. It adds that local teacher candidates are more likely than overseas teachers to stay in the system. This
saves schools money and resources over time.

This spring, New America released a list of "grow your own" guidelines for schools and states to follow. It advised states
to offer a mix of ways for bilingual teacher candidates to receive necessary certifications. It also suggested training local
candidates even if they do not have a college degree.

[A complete list of its suggested policies and practices can be seen here.]

Reaching English Learners Act

Congressional lawmakers are also among those looking for ways to find and train bilingual teacher candidates.

Last year, several lawmakers introduced a bill meant to address the shortage of educators qualified to teach English
learners. The bill is called the “Reaching English Language Learners Act.”

If passed, the bill would give grants to colleges and universities to support the development of the next generation of
ELL educators. The grant money would go toward developing programs meant to make sure teacher candidates have
the “knowledge and skills necessary” to effectively teach English learners.

Jim Langevin was among the lawmakers who proposed the bill to the House of Representatives, first in 2018 and again
in February. Langevin is a Democratic Party congressman from Rhode Island. The bill has received support from
Democrats and Republicans in both houses of Congress.

Langevin said the bill would provide critical resources to help English learners and their teachers.

I’m Caty Weaver

And I'm Ashley Thompson.

Ashley Thompson wrote this report. Caty Weaver was the editor.

Do students in your country learn two or more languages in school? What do you think is the best way to teach English
language learners? We want to hear from you. Write to us in the comments section.

Words in This Story

  QUALIFIED - ADJ. having the necessary skill, experience, or knowledge to do a particular job or activity
 BILINGUAL - N. able to speak and understand two languages
 DISTRICT - N. an area or section of a country, city, or town
 TRANSITIONAL - ADJ. changed from one state or condition to another
 IMMERSION - N. a method of learning a foreign language by being taught entirely in that language
 GRADUATION - N. the act of receiving a diploma or degree from a school, college, or university : the act of
graduating
 DIVERSITY - N. the quality or state of having many different forms, types, ideas, etc.
 GRANT - N. an amount of money that is given to someone by a government, a company, etc., to be used for a
particular purpose (such as scientific research)

1.8. HOW RISKY IS EATING RED MEAT?

Many studies have tied red meat food to cancer and heart disease. But are the risks big enough to stop eating foods like
lamb chops and hamburgers?

A team of international researchers says probably not.

Their findings, published as a series of papers Monday, go against established advice. A group of well-known U.S. scientists
even took the unusual step of trying to stop publication until their criticisms were answered.

The new work does not say that red meat and processed meats such as hot dogs and bacon are healthy. It also does not
suggest that people should eat more of such foods.

The new work examined past studies on red meat and health problems. The researchers involved generally support the
finding that red meat is tied to cancer, heart disease and other serious health risks.

But the researchers also say the evidence is weak. They say there could be other causes for the apparent link -- including a
person’s other food choices and lifestyle.

Dr. Gordon Guyatt is with Canada’s McMaster University. He was a co-writer of the new work. He said that most people
who understand the degree of risks involved would say “Thanks very much but I’m going to keep eating my meat.”

The new work is the latest example of the divisiveness in food research. Critics say scientific findings on the subject often
have weak evidence. Defenders argue that nutrition studies can rarely be conclusive because of the difficulty of measuring
the effects of any single food.

Methods have improved, however.

“What we need to do is look at the weight of evidence — that’s what courts of law use,” said Dr. Walter Willett, a professor
of nutrition at Harvard University. He was among those calling for the papers’ publication to be delayed.

Willett has led studies tying meat to bad health problems. He said the recent series of papers do not consider the especially
clear benefits of changing from red meat to vegetarian choices.

In the papers, the writers sought to understand the possible effects of eating less meat. They noted the average of two to
four servings a week eaten in North America and Western Europe.

They said the evidence for cutting back was not strong. For example, they found that cutting three servings of red meat a
week would result in seven fewer cancer deaths per 1,000 people.
Based on the review, a panel of the international researchers said people do not have to cut back for health reasons. But
they note their own advice is weak. They also note that they were not considering other possible reasons for eating less red
meat -- such as concern for animals and the harmful effects to the environment.

There was disagreement even among the writers. Three of the 14 panelists said they support reducing red and processed
meats in the human diet. And, a co-writer of one the papers also called for a publication delay.

The journal Annals of Internal Medicine defended the new work. It said the request to have it pulled before publication is
not how scientific debate is supposed to happen.

Experts from Harvard, Yale, Stanford and other top American universities sent a letter to the journal asking that it “retract
publication” of the papers. The experts said recommendations that could lead people to eat more red and processed meat
were “irresponsible and unethical.”

The World Health Organization’s International Agency for Research on Cancer (IARC) and the World Cancer Research Fund
(WCRF) both say red and processed meat may or can cause cancer.

I’m Ashley Thompson.

Ashley Thompson adapted this story based on reports by The Associated Press and the Reuters news agency. Caty Weaver
was the editor.

Words in This Story

 LIFESTYLE - N. a particular way of living
 CONCLUSIVE - ADJ. showing that something is certainly true
 NUTRITION - N. the process of eating the right kind of food so you can grow properly and be healthy
 BENEFIT - N. a good or helpful result or effect
 PANEL - N.a group of people who answer questions, give advice or opinions about something, or take part in a
discussion for an audience
 REVIEW - N. the act of studying information that was studied before
 JOURNAL - N. a magazine that reports on things of special interest to a particular group of people
 RETRACT - V. to say that something you said or wrote is not true or correct

1.9. Eating More Plant Protein May Help You Live Longer

People who eat more plant-based protein may live longer than those who get more protein from meat, a Japanese study
suggests.

Researchers followed almost 71,000 middle-aged Japanese adults for an average of almost 20 years. They compared people
who ate the smallest amount of plant protein to those who ate the largest amount. The researchers found that those who
ate the most were 13 percent less likely to die during the study. They were also 16 percent less likely to die of
cardiovascular causes.

Frank Hu is a medical doctor and the head of the department of nutrition at the Harvard T.H. Chan School of Public Health
in Boston, Massachusetts. He told the Reuters news service that earlier studies have shown that eating more animal protein
is linked to chronic disease and death.

He said earlier studies also have shown that eating more plant protein is linked with lower health risks.
But most of those studies were done among Western populations, he said. “In this Japanese study, consumption of plant
protein is quite high, whereas the consumption of animal protein is quite low compared to that in Western populations,” he
said.

Animal protein did not appear to influence length of life in the study, researchers report in the scientific publication JAMA
Internal Medicine.

During the study, 12,381 people died. That included more than 5,055 deaths from cancer, 3,025 from cardiovascular disease
and 1,528 deaths from other kinds of heart disease. The remaining deaths were the result of cerebrovascular disease.

People who replaced just 3 percent of red meat with plant protein were 34 percent less likely to die of any cause. They were
39 percent less likely to die of cancer, and 42 percent less likely to die of heart disease during the study.

And, those who replaced just 4 percent of processed meat in their diet with plant protein were 46 percent less likely to die
of any cause. They were 50 percent less likely to die of cancer.

Hu was not involved in the Japanese study. But he said when individuals eat more plant protein foods such as nuts and
lentils, there is major improvement in cardiovascular risk factors. These include blood pressure and body weight.

“It is worth noting that these plant foods contain not just protein, but also other beneficial nutrients such as healthy fats…”
he said.

The current study was not a controlled experiment designed to prove how the amount or type of protein people eat might
directly affect the length of their lives.

The researchers noted one limitation of their study. They wrote that the diets of those taking part were only considered
once, at the start of the study. It is possible that those diets changed over time.

I’m ­Pete Musto.

Lisa Rapaport reported this story for Reuters news service. Pete Musto adapted it for VOA Learning English. Caty Weaver
was the editor. We want to hear from you. How much plant protein is in your diet? Write to us in the Comments Section or
on our Facebook page.

Words in This Story

 CARDIOVASCULAR – ADJ. of or relating to the heart and blood vessels
 CHRONIC – ADJ. continuing or occurring again and again for a long time
 CONSUMPTION – N. continuing or occurring again and again for a long time
 QUITE – ADV. to a very noticeable degree or extent
 CEREBROVASCULAR – ADJ. of or relating to the brain and its blood vessels
 REPLACE(D) – V. to put someone or something new in the place or position of someone or something
 FACTOR(S) – N. something that helps produce or influence a result
 BENEFICIAL – ADJ. producing good or helpful results or effects

1.10. Many People Don’t Know the Dangers of Alcohol

From VOA Learning English, this is the Health & Lifestyle report.

Alcoholic products – whether beer, wine or spirits – are sold almost everywhere around the world. Drinking alcohol is a
part of daily life and considered socially acceptable in many, if not most, cultures.
However, some health experts warn that alcohol is a poison and can be bad for you. In 2018, the World Health
Organization reported that alcohol kills about 3 million people worldwide each year. And The U.S. National Council on
Alcoholism and Drug Dependence has called alcohol “the most regularly used addictive substance.”

In 2016, people in the United States alone spent more than $220 billion on alcohol. That number comes from
alcohol.org, a website operated by Recovery Brands. It is part of American Addiction Centers, which provides addiction
treatment services.

A woman pours alcohol from the bottle into her mouth, 2015. (File Photo)
A woman pours alcohol from the bottle into her mouth, 2015. (File Photo)
The makers of alcoholic drinks spend billions of dollars a year on advertising. The alcohol industry also spends millions
of dollars on health studies.

And that has led to a controversy.

In June 2018, a federal health agency in the United States canceled a study about alcohol’s effects on the human heart.
It acted after three U.S. publications noted a possible conflict of interest because of financing for the study.

The New York Times, STAT and WIRED reported that the alcohol industry gave millions of dollars to the National
Institute of Alcohol Abuse and Alcoholism (NIAAA) for the study. They claimed that the industry provided $67 million of
the $100 million needed.

The NIAAA leads government efforts to reduce alcohol-related problems. The agency is part of the U.S. National
Institutes of Health, or NIH.

In a statement, NIH director Francis Collins said his agency “plans to end funding to the Moderate Alcohol and
Cardiovascular Health (MACH) trial.” It also said the agency was concerned that the study was poorly designed.

Wine in a popular alcoholic drink around the world. Health experts debate whether it is good for your heart.
Wine in a popular alcoholic drink around the world. Health experts debate whether it is good for your heart.
Whether moderate amounts of wine are really good for your heart is debated among health experts. Here, a shop
assistant pours wine during a wine festival in Tbilisi, Georgia, 2017. (REUTERS/David Mdzinarishvili).
Whether moderate amounts of wine are really good for your heart is debated among health experts. Here, a shop
assistant pours wine during a wine festival in Tbilisi, Georgia, 2017. (REUTERS/David Mdzinarishvili).
The NIH noted the narrowness of the study. As its name suggests, the study was to investigate alcohol’s effects on the
heart. NIH officials noted concerns that other health conditions, such as cancer, were not considered in connection with
moderate alcohol use.

In addition to the design of the study, the NIH press statement expressed concern about the funding process.
Investigations by the media found that NIAAA officials had asked the alcohol industry to provide money for the study.
This may have violated NIH policies, something the government agency is investigating.

The agency said that all of these “irregularities” damaged the integrity of the research.

Reporters from STAT used a Freedom of Information Act request to examine emails to and from the NIAAA’s director,
George Koob. They found that in one email, Koob wrote to an employee of an alcohol trade organization. In it, he
promised good results for the alcohol industry from the now-canceled study.
That man was Samir Zakhari of the Distilled Spirits Council. This trade organization represents alcohol companies. It
often works very closely with government regulators and researchers.

Zakhari is a former director at the National Institute of Alcohol Abuse and Alcoholism. After retiring from the
government job, he went to work for the Distilled Spirits Council.

Doctor David Jernigan directs the Center on Alcohol Marketing and Youth (CAMY) at the Johns Hopkins Bloomberg
School of Public Health. He warns about the influence the alcohol industry has on public health research and policy.

Jernigan says laws dealing with alcohol production, sales and use have eased thanks to efforts by alcohol
manufacturers. He adds that public health messages about alcohol often cannot compete with information from the
alcohol industry.

In this 2013 photo, a woman is seen consuming a beer in Turkey. That same year Turkey passed laws that restrict
alcohol advertising and availability. (File Photo)
In this 2013 photo, a woman is seen consuming a beer in Turkey. That same year Turkey passed laws that restrict
alcohol advertising and availability. (File Photo)
“Any health messaging about alcohol is completely overwhelmed by conservatively $3.5 billion to $4 billion in the U.S.
alone of alcohol marketing. There’s just so much marketing for alcohol out there ... health messages can’t keep up.”

Take cancer, for example. Many people do not know there is a link between alcohol and cancer.

Since 2012, the WHO has recognized alcoholic products as a Group 1 carcinogen. WHO researchers explain that drinking
alcohol can cause at least seven kinds of cancer:

bowel (colon and rectum),

breast
esophagus
larynx,
liver,
mouth and
upper throat.
However, health experts at the WHO find that many people have not heard about the link between alcohol and cancer.
They say it is important to tell people that alcohol is a carcinogen and has been shown to increase one's risk of cancer.

An infographic from the World Health Organization about the effects of alcohol on health worldwide.
An infographic from the World Health Organization about the effects of alcohol on health worldwide.
Some researchers are slow to claim a link between cancer and alcohol. Dr. Jernigan is not one of them. He talks about
one cancer in particular – breast cancer. Women are especially at risk because of the way alcohol reacts with the female
sex hormone estrogen.

“Breast cancer is one of those alcohol-related consequences that many people are simply unaware of. In the U.S., 15%
of cases of breast cancer are considered caused by alcohol use. And a third of these cases occur at consumption of less
than a drink and half a day.”

What can governments do?

The WHO has called on countries to enact effective measures to reduce the overall use of alcohol. These measures
usually involve, what Dr. Jernigan calls, the “three A’s:” attractiveness, affordability and availability.
He says research shows that taking steps to deal with these three A’s can cut down on alcohol problems.

“There is a large body of research that shows that if you deal with the attractiveness by restricting the marketing; if you
deal with the affordability by dealing with price and increasing alcohol taxes regularly; and if you deal with the physical
availability -- you can reduce alcohol problems. It’s not rocket science. And there's a lot of science behind it.”

However, he claims that U.S. health agencies with ties to the alcohol industry are not supporting those studies.

“So, the larger point here is -- we know what needs to happen. What’s missing is political will. These are all things that
require leadership, political leadership, in order to make them happen.”

And that’s the Health & Lifestyle Report. I’m Anna Matteo.

And I'm Jonathan Evans.

Anna Matteo wrote this story for VOA Learning English. Ibrahim Onafeko contributed to the production of this story.
George Grow was the editor.

Editor's Note: The National Institutes of Health cancelled the study in June 2018. The story has been updated to reflect
the information.

Words in This Story

 SPIRITS – N. the liquid containing ethanol and water that is distilled from an alcoholic liquid or mash —often
used in the plural form
 ADDICTIVE – ADJ. causing a strong and harmful need to regularly have or do something
 CONTROVERSY – N. argument that involves many people who strongly disagree about something : strong
disagreement about something among a large group of people
 IRREGULARITY – N. Something that is not usual or proper and that usually indicates dishonest behavior
 INTEGRITY – N. the quality of being honest and fair
 OVERWHELMED – ADJ. overcome by force or numbers
 CARCINOGEN – N. a substance or agent causing cancer
 CONSEQUENCE – N. something that happens as a result of a particular action or set of conditions
 CONSUMPTION – N. the act of eating or drinking something
 ATTRACTIVENESS – N. having the power or quality of drawing interest
 AFFORDABILITY – N. having a cost that is not too high