The enduring, yet fluid nature of our language sets it apart as a unique and marvelous asset central to the living of life. Our English language is rich and extensive and we, who have grown up with English as our mother tongue, are indeed fortunate to have so powerful a tool as a birthright. The Oxford English Dictionary includes about 500,000 words and that many or more technical and scientific terms remain uncatalogued. This compares to the German vocabulary of about 185,000 words and the French vocabulary of fewer than 100,000 words. We have no shortage of containers to carry our thoughts to the minds of others. The challenge that comes to us is to acquire the skill to use this ever so powerful tool for betterment in the existence of ourselves and those around us.

Gaining mastery over this powerful tool exacts its price. It is not alone that the English vocabulary is so great, it is also that the word construction is so varied. In The Story of English by McCrum, Cran and MacNeil, a reader is presented with a mind-numbing series of forces that have progressively forged the English language. The first origins of our language have been traced to ancient Sanskrit belonging to Indo-Europeans which are thought to have lived somewhere north of the Black Sea. From that beginning, much of the early shaping of English is a result of conquests of peoples and territories and the mixing that followed these events. In more recent times, the forces of international commerce and travel have caused English to continue in its process of development. All of this input from many regions and many nations has brought us countless words with varied spellings and varied pronunciations. So our challenge to exceed over our language is formidable.

Seizing our language opportunity raises the question of our individual, and perhaps to some degree our universal, English skills. Americans, as a people, have not had strong international interests to stimulate language awareness. Many of our countrymen seem to be content with just enough English to carry on basic daily affairs. In time, it may be that the heightened international competition of recent years will serve to elevate our overall level of English functioning. We are allowed to wish.

Whatever the potential for society overall, the important opportunity for English mastery is with us as individuals. We have varying degrees of interest and ability in language as is true in all areas of human functioning. Sometimes these variations are pronounced and we regularly hear such comments as, "He is just not mechanically inclined," or "She has no talent for music," or " He is not an athletic person," or "She is not a people person." We hear such things and in the main we just slough them off as facts of human existence. But, when it comes to language skills, we are not so indifferent. A person whose ability in language falls below the line is likely to be labeled "disabled." Perhaps this labeling happens because language is so important or perhaps it is because word skills are one favorite way of measuring intelligence. Still, to classify a child as "learning disabled" because his particular combination of strengths does not include language is most unfortunate. This same child might well have exceptional skills in other areas.

Even though a child may have difficulty reading, it is rare to find a child that cannot converse reasonably for his age level. Even when language skills are not strong, most children learn to speak well enough to carry on their relationships. No doubt the child who has trouble reading and working with written words has gotten his existing language ability aurally. We know that people grasp information more readily through one medium or another which seems to confirm differences in sensory functioning and information processing. It takes no genius to conclude that a curriculum using multi-sensory teaching techniques might be the answer for a child with a reading problem.

If a multi-sensory teaching method has merit, then the importance of phonics becomes obvious. A phonics language program will include working with words in their phonetic form while dwelling on a variety of aural exercises to practice related sounds. A multi-sensory program should also include an emphasis on tactile exercises. This is done mainly through writing, but differing from other techniques, in that the visual, aural and tactile are all integrated into a single teaching effort. Further, a complete multi-sensory program will also include reciting. Having to recite to an audience does marvelous things to focus the mind and to stimulate sensory functioning.

A truly exciting aspect of phonics is in its reduction of countless word variations down to 44 consistent sounds. Experts agree that there are 44 sounds needed to vocalize standard American English. The notations for these sounds can be found in the pronunciation key of any dictionary. Dictionary publishers vary their notations but most are very much alike. Once a child learns these notations and is able to code words accordingly, reading words and sentences is almost assured. To illustrate the merit of using the phonetic version of words consider:

knob;                 nòb
honest                ònßìst
Annette             àn ètß
eight                  át
matinee             màt n áß
eyesight             íßsít
ache                   ák

The number of words that could be used for illustration, more or less dramatic, is legion. When words are reduced to their phonetic version, a child has a consistent visual representation with which to work. The varying ways in which the letters of the alphabet are used in the literal spellings of words are converted to 44 possible sounds. In this respect phonics provides a firm place in this otherwise volatile arena. Isn't this great!

If the English language can be likened to the sea, perhaps phonics becomes an island in its midst.

To this point, we have spoken about phonics mostly from the view of a child that has difficulty learning to read. But another significant question presses for an answer. If a person with a deficiency in language can progress using phonics, what would a person with strong language skills do with the same techniques? The insight that can be gained into the structure, use and pronunciation of words is enormous. Any person, who relies on the use of language as a means to a livelihood, will find phonics skills as useful as good grammar.

The benefit of phonics toward language mastery can hardly be exaggerated. In the minds of many, phonics has proven to be an aid for those whose language skills are wanting. What about all the others whose skills are normal and above. How many writers, speakers, editors and others in language dependent occupations would have gained fame with phonics as an early life accomplishment. There can never be too many captains on the sea of English.

We believe in phonics and look forward to a day when its power is recognized by all language aware Americans.

Beware of heard, a dreadful word
That looks like beard and sounds like bird,
And dead, It's said like bed, not bead--
For goodness sake, don't call it deed