From another perspective, austerity is described as holding back from carnal pleasures in order to acquire piety, righteousness, and nearness to God, and to discover the hidden realities of existence and the Divine truths. It combines the following of God’s way without any deviation, making use of willpower and conscience in the best way by taking refuge in the atmosphere of spiritual life against the pressures and excessive desires of the carnal soul.

“State” and “station,” regarded as crystal-like indicators of a person’s spiritual life, are certain “pools” of indescribable spiritual pleasures mixed with the breezes from the worlds beyond that one can experience through austerity on the way to God. These are based on love of God and the attainment of His approval. Reaching these “pools” and feeling and living in the spacious world of the spirit within the love of God and His good pleasure is possible through austerity and through training the carnal soul, and can be achieved by enhancing the spirit with virtues.

A person capable of sustaining an austere life is a person of tested faith or loyalty in relationships with the Creator, the Ultimate Truth, and also in relationships with the created. This is the natural state for austerity-the ambition to become a person of truth by liberating oneself from worldly ambitions and carnal inclinations and becoming devoted to the Almighty Truth. Austerity is training the carnal soul to realize true humanity and to make the love of God the source of human feelings, thoughts and behavior. In other words, the purpose of an austere life is to think for the sake of God, to speak for the sake of God, to love for the sake of God, and to remain in the sphere of doing or not doing something only for the sake of God, to obtain His approval and good pleasure-purely because God wants us to do it or not to do it-and to always be with God.

Some see austerity as humiliating the carnal soul, which we can interpret as the annihilation of the evil-commanding soul which always pursues evils, or as being freed from selfishness and self-conceit or overcoming bodily desires in accordance with the maxim, “Die before you die!” From this perspective, austerity can be regarded as plowing the carnal soul, as one plows a field, in order to sow the seeds of goodness and virtue, and bringing them into flower by giving them the necessary water and heat in favorable weather.

The couplet,
Be soil, such fertile soil, that roses can grow in you;
For nothing other than soil can have the honor of growing roses.

describes this state of soul which has acquired perfection, humility, and self-annihilation. Sufi scholars and thinkers have also taken another approach to austerity. They distinguish two types of austerity. The first is “austerity in manners,” which means being freed from weaknesses and vices in order to acquire a second nature, while the other is “austerity in goals,” which means having the best goal and pursuing it in this world. This approach can also be summed up as disciplining the carnal soul and acquiring good, laudable virtues. The statement found in the Lujja, “The wisdom in austerities is training the reason and the soul” confirms this approach.

Some who have acquired austerity in the most approved manner have made another classification of austerity, as follows:

• The austerity followed by those who are at the beginning of the Sufi way to God consists of combining and adorning good morals or good nature with knowledge, and the practice of religion with sincerity and purity of intention, and to observe both the rights of the Creator and the rights of the created.
• The austerity followed by those who have advanced on the Sufi way to God is to become free of all considerations with respect to anything other than God and, by paying heed to the voice of the inner sense of reliance on God and of seeking help -something that everyone feels in their conscience-to remain true to the direction to which their conscience points. Furthermore, this degree of austerity also demands being oblivious of even the way one is following, because of absorption in seeking God’s good pleasure.
• The austerity followed by those who have reached the end of the way enables them to experience the Divine manifestations free from all differences and polarities. That is, it enables them to feel in the depths of their heart the unity and harmony of apparently opposed Divine Names and Attributes, with all their manifestations. It is, therefore, a way to see and experience God without seeing any difference between His being the All-Favoring and the All-Requiting or the All-Expanding and the All-Straitening or the All-Granting and the All-Preventing.

In the past, the area missing a tooth could be filled by bridge implants by eroding the enamel on neighboring teeth. In cases where there was a large gap or no teeth to use as connectors, removable implants were used. In other words, present healthy teeth would be treated to compensate for the missing teeth; if the number and health of the remaining teeth was not sufficient, removable implants would be produced that gave the “ready to fall out” feeling. The imperfections of this type of implant led scientists to pursue new ideas.

Scientists have tried to fill in missing teeth with artificial roots and with implants mounted over these by mimicking the existing tooth root. This way, there is no need to treat and erode the healthy enamel of neighboring teeth in the gap. These artificial roots, which are positioned into the jaw bone by a surgical operation, are called a “tooth implant.” Modern-day implants are generally composed of two main parts.

One of these is the fixture part which is secured into the jaw bone by screws; the other is the support part (abutment) which mimics the visible parts of the tooth in the mouth. Approximately 3-4 months of curing time is required for the fusion of bone and implant (osseointegration), which is screwed together by a surgical operation. Towards the end of this time, the implant is built over the abutment. The length of time necessary for the implant to integrate with the bone to replace a tooth which can be extracted so quickly is rather noteworthy despite ongoing studies to reduce the wait time and successful attempts to do so.

Employed materials

Even though the main logic for implants is the mimicry of the tooth and the root, the materials utilized are quite variable. The history of such implants goes back thousands of years. The employment of bamboo sticks in tooth restorations could be seen in some civilizations, such as ancient China. Mayans used sea shells, which were recently shown to be biologically suitable as implant material. Maggiolo produced a tooth root by using gold, in 1809. In the beginning of the 20th century, Lambotte prepared implants using materials such as aluminum, silver, brass, copper, and gold.

These newer implant methods have failed because of the insufficient strength of the majority of the materials and the failure to fit into biological tissues. The initial employment of titanium and its alloys in the 1950’s almost opened a new age in implantology and enabled the successful use of these materials up until today. However, these titanium implants, which are considered successful, have a very limited ability to mimic tooth roots:

• Once the implant is in place, for reasons such as aging and improper tooth brushing, tooth gum recession and resurfacing of the bright faces of the implants which mimic the root surface can take place. This leads to undesirable displays. Even though gum recession can also occur in natural teeth for similar reasons, this situation is not as disturbing as with implants. This is because the tooth root color is similar to that of the tooth surface.
• Under normal conditions, implants should be fused to integrate with the bone (osseointegration). Integrated implants are considered successful clinically. A similar case to this bondage, which is unwanted clinically, is the fusing of tooth and bone which can be seen generally in dead teeth and is called ankylosis. Many hardships can be encountered when the tooth that is fused with the jaw bone is required to be removed. The same thing also applies to the implant. If an implant is set to be extracted for a reason, even if just a small amount must be removed, the surrounding jaw bone must be removed as well. However, a natural tooth is not bonded so tightly to the jaw bone, as if the tooth is healthy, it is suspended over the jaw bone through small suspension-like structures. When a tooth is needed to be pulled as a result of trauma or tooth rotting, only these suspensions are detached; thus any damage to the jaw bone is averted. Present efforts to design similar mechanisms for implants have not been successful yet.
• When a disease develops in our natural teeth, we feel pain and take action before it is too late. However, diseases within implants are rarely encountered as pain; generally, when the pain is felt, the implant is already disconnected from the bone and it is lost. Toothache often felt as a strong pain is a blessing granted to us. If the implants were built with pain mechanisms, just like in our natural teeth, we could take action at the beginning of the disease and avoid the time and financial losses.
• Even a healthy tooth, which we think of as immobile, can move via microscopic ligaments for 0.1 mm around its root on a type of pad. The tooth root is created in a perfect fashion to resist the strong chewing power that can be generated from many directions in the mouth through these ligaments, which are wrapped around different sides and which come from different angles. However, these ligaments, which act as a suspension, do not exist in between the implant and jaw bone. Therefore, implants are almost immobile. Even though it may seem like a good thing for them to be immobile and tightly fixed, there may be intense power spots generated on the implant or jaw bone since these forces acting on the implants are transmitted to the jaw bone without being dispersed. Forces densely acting on small areas can lead to fractures of the material, including tiny screws or porcelain plating, and can damage the bone tissue. Investigators once understood that these tiny, suspension-like structures won’t form around the implant, so they engaged in mounting tiny Teflon or spring pieces inside the implant to generate suspension. However, these imitated suspensions failed to resist the chewing forces that can go up to 400 kg at times, and their use was aborted after a short time.
• Teeth can be examined by the method of tapping with small hand tools (percussion). These small impacts cause pain in case of an abscess at the tooth root. By taking necessary actions, the tooth can survive longer. It is impossible to do such determination and diagnosis with implants.

As it is seen, making less successful artificial implants as opposed to real teeth is quite a cumbersome, costly, painful, and time consuming job. Despite all of these imperfections, because of their numerous advantages over traditional implants, the popularity of dental implants continues to increase, and is preferred by dentists and patients. In addition, implants are seen as an inevitable treatment option when tooth loss occurs, and may ultimately provide patient relief in the long run.

Despite progress made in implants, it’s clear that our teeth were created in such a perfect way, down to the very smallest detail, that they cannot be replaced. Science is well aware of the fact that we will never fully be able to replicate tooth structure. Therefore, studies are shifting towards stem cell research. This way, instead of foreign substances, the missing tooth will be compensated as if by planting tooth seeds by using human’s own cells. Nonetheless, the opportunities that are discovered via all these efforts will never replace the natural teeth that were so perfectly created for us.

Educators have identified some skills that are necessary for students to succeed in their lives – these are called 21st century skills (Partnership for 21st Century Skills, 2008). In the age of innovation and information, certain skills such as critical thinking, problem solving, communication, innovation, and technological proficiency are vital for succeeding in the new workforce, yet many countries have not yet utilized their resources to teach and assess these skills. It is believed that if countries fully understood the link between students developing these skills and the future of their economies, these countries would invest and develop ways to foster the aforementioned skills in their students.

Due to this, educational researchers have proposed that it is an economic and social imperative for everybody to work towards ensuring the next generation will be eQuipped with 21st century skills (Triling – Fadel, 2009; National Research Council, 2010). In this article, I will discuss some of the 21st century skills, their importance, and whether these skills are enough for today’s students to succeed in the workforce and be happy in their social lives.

21st century skills

Due to increased globalization and access to technology, new skills are needed to succeed in the workforce. Educators, government officials, and business people were asked about what these 21st century skills” entailed. I’m going to address some of their most common answers.

Jerald (2009) justified and explained what skills our students need in this age – and why they need them. He believes we need a generation with newer skills due to changes in automation, globalization, workplace, demographics, and personal risk and responsibility. Computer technology in manufacturing has led to the automation of many jobs that humans once performed better, faster, and cheaper than machines. Technological and political changes as well as competitive forces have caused economies to be globalized. Together, these factors have changed how businesses operate. There is less hierarchy and supervision, and greater autonomy and personal responsibility for workers. Also, the global economy and ever-changing technology create a mobile population; thus, the population demographics of many countries are changing. As a result, individual risk and responsibility have increased. The skills defined as imperative for the 21st century have some commonalities, and they include reading literacy, mathematical literacy, scientific literacy, communication and collaboration, critical thinking and problem solving, and creativity (Jerald, 2009; Pacific Policy Research Center, 2010). I want to look at each of these skills in detail.

Reading literacy: Reading literacy is more about reading to learn rather than learning to read (Jerald, 2009). It is expected that employees are able to decipher many kinds of documents to carry out all kinds of tasks. This task may change from getting a driver’s license to voting in an election to learning how to run new eQuipment. There are a number of national and international assessments that examine teenage and adult literacy. For example, the PISA reading literacy assessment measures students with reading charts, graphs, tables, maps, diagrams, forms, information sheets, advertisements, political flyers, vouchers, and myriad different certificates. Research supports the importance of strong literacy. Adults with stronger literacy skills are more likely to be employed, paid higher, and to have better jobs. Therefore, both individual and organizational success is highly dependent upon a high level of literacy.

Mathematical literacy: Mathematical literacy is sometimes called Quantitative literacy or numeracy.” This implies something other than what students do in a classroom, like answering a multiple-choice Question or solving a test Question. Jerald (2009) says it’s possible that even highly educated people cannot be successful in understanding real life Quantitative information, such as understanding credit card offers or comparing the cost per ounce of food.

Lynn Steen, a professor of mathematics at St Olaf Collage, points out that the roles played by numbers and data in contemporary society are virtually endless” (in Jerald, 2009, p.39). Professor Steen summarizes why mathematics literacy is so important by saying:

Virtually every major public issue-from health care to social security, from international economics to welfare reform-depends on data, projections, inferences, and the kind of systematic thinking that is at the heart of Quantitative literacy (In Jerald, 2009, p.39).

Scientific literacy: Science is known as one of the least favorite or most difficult subjects for most students, but experts say that all adults need to understand and apply science in daily life. There are several types of knowledge necessary for scientific literacy. The first is to be familiar with important scientific topics. OECD’s PISA science literacy assessment measures 15 year old students’ knowledge of physical systems, living systems, earth and space, and technology. The second necessary knowledge is how science works and how to apply scientific methods such as observation and testing. The third piece of necessary knowledge is an understanding of how science and technology impact our society and physical world, for good or ill. Therefore, scientific literacy is one of the critical skills that people have to possess in the 21st century.

Financial literacy: This skill is particularly important for each and every citizen to make healthy economic decisions. Educational research points out that there are considerable weaknesses in financial literacy among students and adults in the United States. For instance, the Jump$tart Coalition’s 2002 biennial financial literacy test results showed that American high school seniors answered only 50 percent of the Questions correctly. Likewise, the Institute of Certified Financial Planners conducted a survey and found that making individual financial decisions is one of the major problems for participants.

Communication and collaboration: Learning is a social activity that happens either in a formal school setting or other environments. Communication and collaboration skills entail students’ ability to communicate clearly by using oral, written, and non-verbal means, and to collaborate effectively and responsibly with the people around them (Pacific Policy Research Center, 2010). The world is shrinking and becoming like a small village thanks to the Internet and new technologies. This creates new communication challenges. Although education has reQuired good communication skills, including speech, writing, and reading, the increasing diversity of the global economy demands a much more complicated and advanced set of skills for communication and collaboration (Trilling – Fadel, 2009). For example, it is expected that students and workers are able to listen effectively to superiors to decipher deeper meanings within the speaker’s speech and attitudes. An effective communicator shouldn’t just be able to listen well, but should be able to speak with diverse groups about different topics – and oftentimes in different languages. For collaboration skills, each individual has to demonstrate the ability to work productively and respectfully with diverse groups. Being flexible and helpful, and making necessary compromises are essential components of effective collaboration skills. Researchers suggest that using active learning methods, including project-based learning, problem-based learning, and game-based learning may help students develop the aforementioned skills.

Critical thinking and problem solving: Employers value critical thinking and problem solving skills the most (Jerald, 2009) because research indicates that workplace tasks demand employees doing things without having to be told or directed to do so (Levy – Mrunane, 2007). For instance, almost 60 percent of companies rate critical thinking and problem solving as very important skills which they expect high school graduates to possess. Unfortunately, 70 percent of employers report that students are mostly lacking in these areas. Mark Maddox, of Unilever Foods North America, explains why critical thinking and problem solving skills are so important and necessary in the workplace, saying, For our production and crafts staff, the hourly workers, we need self-directed people who either have problem-solving skills or can easily be trained to think on their feet and find creative solutions to some very tough, challenging problems” (In Jerald, 2009, p. 51). His company has such high expectations because they no longer employ supervisors who take control or explain things. Students or employees with such skills are good not only for the workplace, but also for their participation in solving local, national, and global problems that pose threats to everybody.

Creativity and innovation: The new Skills Commission (2007) did extensive research on the workforce and global economic indicators; they concluded that in addition to all the important above-mentioned skills, the U.S. needs a crucial new skill that will maintain its competitiveness in the global economy – a skill called creativity and innovation. Creativity is an essential skill that incorporates communication, problem solving, risk taking, curiosity, tolerance of ambiguity, and Questioning (Conference Board, 2008). The type of creativity adults need in today’s workplace is the one that enables workers to solve problems not encountered before. It also helps them cope with ill-structured tasks or problems that have no single right solution – or even any good solution.

Global awareness: This theme emphasizes the importance of working collaboratively with diverse people from different cultures, lifestyles, religions, ideologies, and backgrounds; this work must be done with an attitude of mutual respect. Also, promoting the study of other languages is very meaningful and necessary for understanding different nations and cultures. Doing this will enable students to feel closer to global issues and diverse learning communities; thus, they will create a new world where everybody respects each other, accepts others in their positions, and seeks ways to solve problems rather than fighting and killing innocent people and destroying valuable land.

Conclusion

I believe that these are all important skills for an individual’s success in life and countries’ success in the global economy. But today, it is not only the economy that reQuires a different set of skills. Rapidly changing technology and the internet have changed both personal and international affairs, from relationships to trade. The only meaningful way to make each and every country’s future bright and promising is to develop a generation of citizens who are aware of their responsibilities to preserve and strengthen diversity and democracy. This will ensure our world is a better place. Thus, we want our schools, regardless of culture and location, to prepare students eQuipped with the aforementioned skills to face a changing world.

Sahin, PhD, is a Research Scientist at Aggie STEM.

References

• Jerald, C. D. (2009). Defining a 21st century education. Retrieved from http://www.cfsd16.org/public/_century/pdf/Defininga21stCenturyEducation_Jerald_2009.pdf
• Levy, F. – Murnane, R. J. (2007). How computerized work and globalization shape human skill demands. In Suarez-Orozco, M. M. (Ed.), Learning in the global era: International perspectives on globalization and education (pp. 158-176). Berkeley, CA: University of California Press.
• Nelson, C. (2005). Fethullah Gulen: A vision of transcendent education. Retrieved from http://fethullahgulenconference.org/houston/read.php?p=fethullah-gulen-vision-transcendent-education
• National Center on Education and the Economy. (2007). Tough choices or tough times: The report of the New Commission on the Skills of the American workforce. San Francisco, CA: Jossey-Bass. (p. 19)
• National Research Council. (2010). Exploring the intersection of science education and 21st century skills: A workshop summary. Margaret Hilton, Rapporteur. Board on Science Education, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.
• NCREL – Metiri Group. (2003). enGauge 21st century skills: literacy in the digital age.Partnership for 21st Century Skills. (2008). 21st century skills, education – competitiveness: A resource and policy guide. Retrieved from http://www.pkwy.k12.mo.us/projectParkway/File/21st_century_skills_education_and_competitiveness_guide.pdf
• Pacific Policy Research Center. (2010). 21st century skills for students and teachers. Retrieved from http://www.ksbe.edu/spi/PDFS/21%20century%20skills%20full.pdf
• Trilling, B. – Fadel, C. (2009). Q – A on 21st century skills. Retrieved from http://21stcenturyskillsbook.com/blog/Q-a/

Love is the bond between all things – the light and life of existence. We love ourselves, our families, the place we live, our nation, living things, the world, and the whole universe. We feel pleasure when people we love are happy, and we feel pain at their pain. Sometimes it is hard to see something as so valuable or wonderful, particularly when there is plenty of it to go around or when it happens all the time. We forget that every healthy baby born is a miracle. We are surprised by one that has seven toes, not the ones who are perfect. How many of us are grateful every time we swallow something, take a breath, sleep or even go to the bathroom? If somebody loses sleep, or loses a kidney, then they know how good it was when they had it. Maybe sometimes we should think in the negative to see how it is right now.

For instance, let’s assume there wasn’t love in the world. Just think: nobody loved their spouses, their kids, their jobs, their country, employees, students, or friends. The trees feed themselves with muddy water, but feed their kids (fruit) with sugar, milk, and honey. What if they didn’t? What if they just became selfish? What if God didn’t love us? Didn’t listen to our prayers, and punished us with every little mistake we made? Would the sun still come up and smile at us in the morning? Would rain fall to give life to soil? Maybe not… The sun loves the plants, the plants love the sun. Animals like plants, and we love all of them. Love connects everything and everybody together. It forms families, turns a job or a class into fun, and makes labor pains bearable. It makes this big, scary, dark world, a home.

Whose faults do you see more clearly – those you love or those you don’t love? Doesn’t love hide all flaws and even turn flaws into something you might love later?

If I had to make a recipe for love, I would add more compassion than passion. Lots of relationships start with passionate love, but they will last longer when there is compassion. Love is not always looking at each other; sometimes it is simply looking in the same direction.

Our nature consists of a body and a soul. The body is to the soul what a purse is to the gold it holds. It is the spirit that matters, not the body. When the soul leaves the body, they do not let it stay at home. They bury it quickly. Our bodies are like a torch. Our reason, knowledge, and love are the light coming out of it. They light up our way. Remember that the two containers in us, the mind and the heart, never fill up. The more you learn, the more you can learn; the more you love, the more you can love. Our souls can also be compared to a pool. Our behaviors, habits, our five senses, and what we see, hear, and feel with them are like taps filling it up. What is in the pool depends on what flows from the taps. What do you want to fill it with? Love, hate, gossip, prayer, nice words, apps? You pick…

Love is the greatest motivator of all time. The wind and the sun argue about who is the strongest. The wind points to a guy on the street and says it will make the man lose his jacket. However, the mightier it blows, the harder the guy holds on to his jacket. When the sun shows its face, he takes it off willingly. Love and fear are two very strong feelings. You can make your kids eat healthy and you can make your students study; you can make your employees work hard and, in general, you can make people do things by intimidating them with harsh words, but this motivation is temporary. When you are not looking, they will go back to their old ways. But if it is in their heart, if they love it, you don’t have to be watching them all the time.

It is impossible to for me to not remember Rumi, the heart of the circle of guidance of his time, when thinking about love. People from all religions were drawn to him like spiritual butterflies drawn to light. He has been titled, “The Sultan of Lovers.” His is divine love, a fiery one with constant longing. During separation, he burns with fire. He shows no discontent though, because of the requirement for passion. Refraining from complaint is a sign of loyalty towards the beloved. For him, death is like a festival; it is a means for unity with the loved one. Rumi unifies the love of God with the love of humanity. He came to the conclusion that to love humans is to love God. A Turkish saying – we love all creation for we love the Creator – works in parallel with this.

Even if I don’t know what to say about love, I hope I can at least feel it and spread it. I hope all of us have lives filled with infinite love. Love that will make us love more, that will help us to be better people, and to really feel that we are alive. As Rumi says, “Every mortal will taste death, but only some will taste life.”

Balci holds M.S. in Microbiology and Molecular Biology. She is currently a Science teacher at Pinnacle Academy, VA.

Let me back up here a little. About two years ago, just before I received my doctoral degree, I had started looking for jobs. My wife and I had already spent about six years in the same Midwestern city, and we wanted to move to another region of the country. I sent about 100 job applications to various universities and companies, regardless of location. However, nothing came out of those applications, save for two interviews. Eventually, I ended up receiving a job offer from an academic institution to which I never applied. This college happened to be in the same city we already lived.

Interestingly, we had changed my wife’s doctor just a few months before the delivery. Our previous physician worked at a different hospital system, which had a neo-natal intensive care unit but not nearly as good as the one that admitted my daughter. My wife and I, without knowing what was going to happen, were apparently guided by someone Who knew what was going to happen. Our seemingly unintentional choices – including having only a single job option – eventually led to my daughter receiving care at the best medical facility possible.

“We will try and delay the delivery as much as possible,” said one of the high-risk pregnancy doctors, and then added, “each minute in the mother’s womb is gold for the further development of organs.” They admitted that there is no technology in the world that can provide the same ideal conditions as exist in the mother’s womb. These conditions include breathing (oxygen intake), feeding, and even the comfort of the baby. My wife and I could do nothing but pray and wait. In the meanwhile, we decided to name our daughter Meryem, which is the Turkish version of Mary.

About 48 hours after hospital admission, we were told that delivery could no longer be delayed. I did not want to leave my wife alone in the delivery room, even though I suffer from mild blood phobia (hemophobia). I tried to condition myself to the sight of some blood and a baby that would weigh only around a pound. However, the first look at our baby was quite a shock to me! Her skin was purplish red and quite transparent, revealing blood vessels. Later, we learnt that keratinization of the skin is not usually complete until the 25th week of gestation. Also, fat layers under the skin usually do not develop until this stage. The combination of these two factors not only made Meryem’s skin translucent, but also meant that she did not have a strong skin that would protect her from hot or cold, and high or low moisture levels. She would need to be kept in an incubator. As soon as Meryem was born, she was immediately taken to the adjacent room where a crew of about ten started working on her. She was first weighed and then intubated. This last procedure involved inserting a tube into her lungs, which would deliver oxygen and move out carbon dioxide with the help of a ventilator.

That is how our one pound and one ounce (480 grams) baby was born. According to our doctors, Meryem tried to breathe on her own, which was a rather surprising development. They also did not forget to reiterate that anything could happen at any time. My wife fell asleep after the stressful delivery, so I decided to visit Meryem as soon as possible, considering that I might not see her again. She was taken to the neonatal intensive care unit (NICU) of the hospital in her incubator.

I was in a different world when I entered Meryem’s NICU room. I was greeted by different alarm sounds, numerous screens displaying different graphs and numbers, and different equipment generating a lot of noise. Little Meryem was wiggling in her incubator, as if she wanted to tell us she was not comfortable, but she was not complaining. I was allowed to touch her, but only through the small window of her incubator, which was protecting her from infections and other environmental factors. I also whispered the call the prayer (adhan and iqama) to her ears, and then her name, which is a tradition in Islam. The latest technology and a number of well-trained healthcare personnel were serving her in lieu of the perfectly designed amniotic sac and placenta. Yet again, I was warned to prepare for the worst outcome. Under these thoughts, I said good-bye to Meryem and went to my wife’s room. This is how our six-month adventure in the hospital started.

Our initial days at the hospital were quite challenging. We were given a list of complications that Meryem could endure, some of which could be fatal. A few of these possible complications were: various bacterial and viral infections, lung and breathing problems, intraventricular hemorrhage (bleeding in the brain), periventricular leukomalacia (white matter brain injury), patent ductus arteriosus (a blood vessel failing to close), necrotizing enterocolitis (tissue death in the bowels), chronic lung disease, retinopathy of prematurity (blindness), and deafness. Moreover, some of these complications could lead to other complications such as cerebral palsy, impairments in ambulation, speech problems, cognitive problems, physical and mental disabilities, and even death.

Meryem had a tube inserted from her mouth going deep into her lungs; this tube was connected to a breathing machine (oscillator or ventilator). The effectiveness of her breathing was periodically checked. Since she could not be fed at this stage, an IV line was providing her fluids and a little bit of nutrition. She also needed blood transfusions to replace the blood that was lost during various tests. Due to various infiltrations in her body and her immature immune system, she was vulnerable to infections, which would rarely happen in the mother’s womb. As a matter of fact, Meryem would have to deal with a number of bacterial and fungal infections, including pneumonia, in the hospital. A couple of these infections were quite severe and would lead us to think that we were losing her.

In order to accelerate lung growth, Meryem was administered steroids. However, steroid treatment caused a steep increase in her blood sugar levels. Meryem’s doctors told us that they would have to stop feeding her because of elevated blood sugar. That would mean Meryem would not be able to gain weight and thus her lungs would not develop. In fact, Meryem lost about two ounces (60 grams) during this period and ended up weighing only 11 ounces (420 grams). This vicious cycle reminded us of the extraordinarily ordinary system in the mother’s womb, where everything functions perfectly in order. A number of the brightest neonatologists in the country were using the latest technology and doing their best to treat Meryem. And they were admitting that a procedure they would perform to correct a dysfunction would lead to a dysfunction in another organ or system. All these developments made us marvel even further at what a perfect environment for child development a mother’s womb is!

Another distinctive example of this magnificent design is the closing of the ductus artery in newborns. Since oxygen is provided to babies through the umbilical cord in the uterus, babies do not really breathe, and do not, hence, use their lungs. It would be inefficient for the blood to go through the lungs in unborn children. As such, a blood vessel, called the ductus channel, carries the blood towards the aorta, bypassing the lungs in the unborn. However, since babies have to start breathing and use their lungs right after delivery, an open ductus channel would be problematic, as blood needs to be oxygenated in the lungs before being sent to the aorta. Hence, after a short period following delivery, the ductus channel closes “on its own.” In premature babies, medication or surgical treatment is required to close the ductus. If not closed in time, edema (fluid accumulation) can occur in the lungs and other organs.

Meryem had a severe edema problem. In order to address the unclosed ductus and edema issues, Meryem’s doctors gave her medication as soon as possible. We were told that if the drug did not work, they would have to take route B and surgically close the ductus. Even though the surgery per se did not bear significant risk to Meryem, we were concerned about the side effects of anesthesia. I read articles which suggested that the use of anesthesia agents in such little babies could cause heart and brain problems. We continued praying right away for a successful drug treatment. Unfortunately, the medication did not work. Meryem’s doctors sought our permission to perform the surgery, as they did not want to lose time. They also explained to us that a second drug treatment could be tried, which would have a very low success rate. Weighing our options and considering the risks of anesthesia, we asked the doctors to administer the medication for a second time and asked our friends to join us in praying for Meryem. The next day, our doctors were quite surprised; Meryem’s ductus was closed.

During the long days at the hospital, we read about prematurity, how a preterm baby was different from a term baby, and discussed all of this with my wife. We were simply amazed by the new information we have acquired on the splendidly designed development of a baby. We always looked at newborns and deliveries as something relatively ordinary. We never felt the need to think in depth about these issues before. After elaborating for hours on the perfection of the development of a baby, we came to an agreement that it would be impossible for us to accept speculations about how this all would happen “on its own.” We felt the great urge to seek refuge in the Owner of this magnificent system, and send our prayers to Him. We also asked for prayers from friends, relatives and spiritual individuals, who in our opinion had a closer relationship with the All-Knowing. We believed that, because of these prayers, Meryem would remain immune to major complications that I mentioned before, despite the pessimistic predictions of our doctors. Many times, we saw the surprise in our doctors’ eyes after an unpredicted positive outcome.

One of these surprising developments was about Meryem’s sight. Devices that made Meryem breathe had to use air that contained up to 80% oxygen. As you may know, the air we breathe has 21% oxygen. The high levels of oxygen premature babies need to inhale, due to their immature lungs, usually cause complications in the eyes. We were informed that Meryem had a very high chance of needing an eye surgery to prevent blindness (retinopathy of prematurity). In fact, one of our doctors (let’s call her Dr. Smith) would explain this likelihood by saying that, “I will eat my hat if Meryem is discharged from the hospital without an eye surgery!” Dr. Smith was actually a devout believer. Hoping that she would understand, we told Dr. Smith that we would maintain our trust in God, and keep praying. She reminded us about her strong belief in God, but also told us not to be hopeful. Just before Meryem was discharged from the hospital, we had a big cookie made in the shape of a hat, since we thought that Dr. Smith would have a hard time chewing on a leather hat. Yes, Meryem did not require an eye surgery! Dr. Smith approached this gesture quite humbly and thanked us for the reminder. She went on to say that she would keep the cookie as long as possible as it would remind her of the power of prayers.

After about a six-month stay at the hospital, Meryem was discharged on a cold day in March. These months had been a really tough period where we had to face many unknowns. The concern of losing Meryem, not being able to hold her for a long time, the risks of many complications, driving back and forth between home and the hospital countless times, receiving a call from the hospital in the middle of the night – all these tested our faith.

“Then, surely, with hardship comes ease
Surely with hardship comes ease”

We remembered and prayed this word of God, as many times as possible during this entire ordeal. We felt that having faith helped us a great deal to stay calm and conscious, especially when we had to make difficult decisions.

Meryem is about four years old now. Except a few minor issues, she is quite healthy. Pediatric specialty doctors who saw her, especially right after the discharge, would be surprised to see her so healthy. In particular, Meryem’s neurologist, after telling her that we believed the prayers were the primary reason she survived, would say, “I agree, as we cannot really explain her good condition only with science and medicine.”

Many immature babies cannot survive even though all necessary treatments are applied and heartfelt prayers are made. This does not mean their prayers are not heard, nor would we think otherwise if we were to lose Meryem. Prayer is a duty upon all of us to show our thanks for all the blessings we have been granted. The fruit of these prayers (in addition to doing fully what must be done) can either be an immediate one in this world or a postponed one in the life to come, and we may not know what good may come out of what seems ugly on the outside. The poet Nimah Nawwab puts it so well:

“God gives answers in three ways: He says YES and gives you whatever you Want. He says NO and gives you something Better. He says WAIT and gives you the Best.”

I grew up with a bias towards my own culture and judged cultures and religions that were different from my own based upon this perspective. Since no one challenged my Catholic beliefs, I left home for college somewhat sheltered and mostly uninformed about other religions and cultures. While at college, I made new and diverse friends and I would bring these friends home with me. My father said to me when I left for college, whoever I bring home is always welcome at our table. My mother has eight years of formal education in a one room rural school house and has lived her entire life in the same community where she was born and raised Catholic. Several years ago, my mother spoke with profound eloquence and simple affection about my classmates and friends that she cooked for and fed around her kitchen table. She said she grew up prejudiced because she never met anyone who was Jewish or Muslim. But after providing a place for these guests at her table, she grew to respect and love them as much as her eight children did. She is grateful for having reached out to people of diverse backgrounds and religions. She taught us that it is around a table that friends are made and prejudices disappear.

My recent trip to Turkey refreshed these good memories around my mother’s kitchen table. It was an educational and cultural exchange program to meet with university professors and community leaders in Turkey to promote international and interfaith dialogue. The program was organized by a non-profit organization in St. Louis, MO named the Niagara Foundation, and I had the honor to be selected to join. My experiences in Turkey of sharing meals in the homes of university professors and their families opened my eyes to our common bond even though an ocean and religion separates us. It was around their family tables that I again was reminded what my mother taught us: that much of the prejudice that exists among different cultures and religions is because we do not invite others into our homes and cook a meal for them. Warm food and kind conversation have the capacity to create bonds that can erase prejudices.

I was expecting family homes in Turkey to be quite different from mine, but instead, amidst the slight differences in cuisine and not wearing shoes, I knew I was at home. The bountiful bean salads, stuffed peppers, seasoned couscous, lemon chicken, lamb, lentil soup, cucumber salad, baklava, and more all adorned my hosts’ tables. How I wanted my mother to experience this! So, upon my return home, I invited Muslim friends to her home for a meal around her table. It was a simple but significant meal that bridged two cultures and two religions as one.

Having this opportunity to interact intimately with Turkish families reminds me of the story of the prophet Abraham, the father of Jewish, Christian, and Muslim followers. He welcomed three strangers into his home. And because of his hospitality, he was blessed a hundredfold with a son, Isaac, who was promised to him and Sarah in their old age by the visitors who were angels disguised as men (Genesis 18: 1-15). As Abraham and Sarah’s son Isaac is a symbol of God’s generosity, so too the Muslim families are a symbol to me of the blessings that hospitality brings to peoples’ lives.

Traveling through Turkey, my appreciation for the people grew. From the sprawling city of Istanbul to the rural cities touching the Black Sea, I could see the similarities in lifestyle, just like in the U.S. The rural countryside appeared similar to my rural home, and as our bus traveled through the rolling hills dotted with wheat fields and small towns, it reminded me of home. Stopping at a gas station and communicating with local rural people who do not speak English, it was comforting how well we could understand each other without speaking the same language. A smile, a handshake, and a meal go a long way.

While in Istanbul, I enjoyed seeing the ripe watermelons and other fruits and vegetables being loaded into wooden carts and carried into the market. The urban markets in the U.S. are similar to the markets in Turkey, not in scale but in essence. Both possess an energy that tantalizes the senses, where a local harvest awaits to be tasted and savored at home. It’s as if time stands still among vendors and shoppers, bartering and engaging in rituals that have persevered and evolved over the centuries for generations. Whether in Turkey or the U.S., shopping in an open air market unites humanity in a common ritual that is at the heart of every culture: how we produce, purchase, and prepare our food.

The occasional neighborhood mosque blends in with Turkish urban life, and upon entering a mosque courtyard, I found luscious green space with colorful flowers bordering red tomatoes and green peppers, a quiet respite from gray urban life. Catholic churches often provide the same reprieve for busy urban residents and tired tourists who grow weary of the harshness of industrial life and the demands that city life places on them. Churches, synagogues, and mosques provide sacred places to pause and be refreshed, knowing that God is present in the most obscure and discreet corners of life. Perhaps this is one essential role that religion procured through the centuries: to provide shelter from the utilitarian survival rituals being play out around us. Whether church steeples, synagogue towers, or mosque minarets, all remind us to pause and remember that when our day’s work is complete, there is more to be aware of and more to count than the coins in our pocket.

During our time in Turkey, we visited several universities, which was a highlight for me. As a university professor and social worker, I was eager to meet professors and students to discuss their curriculum and scholarship. Our interactions were informative and engaging. While on campus, I was invited to attend the Friday (Jumu’ah) prayer services, the name of which is derived from the Arabic word that means “gathering.” Muslims believe to gather in one place as one soul is a pillar of their faith. I was deeply moved by the prayer, and felt united with the people in the room. It was an honor for me to be shown by a faculty member the ritual washing of the hands, forearms, head, and feet with a threefold movement of the hand. This Middle Eastern ritual is retained in the Catholic liturgy with the priest washing his hands prior to the Eucharistic prayer. The rinsing out the mouth, blowing out of the nose, and scrubbing out the ears reminded me of the Catholic ritual of cleansing the mind, mouth, and heart with a threefold movement of the thumb before the Gospel is read on the Sabbath. The sermon (Khutbah) was impossible for me to follow, but my host was gracious in whispering to me a translation. During the Catholic prayer service, we too stand and kneel throughout our prayer, being reminded that God is great (Allahu akbar). Although I did not understand the words spoken, my soul was refreshed and nourished by the ritual prayers.

When I was a young man living in a homogeneous culture, I did not seek to understand and appreciate what other cultures believed and practiced, nor did I challenge the beliefs of my ancestors. Today I embrace the faith of my ancestors from a different advantage point, having traveled and tasted other religions and cultures. This new vision is both a gift and a responsibility, which calls me to recognize the sacredness of the faith that has been handed down to me. Returning to the U.S., I brought with me the Abrahamic thread that unites all Muslims, Jews, and Christians in our quest to know and serve God. Each day I wrap my waist and my heart with this thread so that I might seek the intersections, both within and across each faith community. This is my responsibility, which I am learning from the Vatican II teachings of the Catholic community and the Hizmet (Gulen) movement in Turkey.

Riding in a boat on the sea that bisects Istanbul, I envisioned the Greeks, Romans, Byzantines, and Ottomans who sailed these same seas. This city is at the crossroads of human civilization, where war and peace have shaped people’s lives for centuries. I imagined Romans conquering this city and the Crusades trampling through it; I imagined the Ottomans achieving domination ach le an indelible cultural and religious mark on the fabric of this region and creating the culture we know today as Turkish.

The Niagara Foundation is bridging the vast expanses that separate the two continents, the two religions, the two cultures. I am confident that this effort will have immense consequences. In the memorialized words of Robert F. Kennedy, who in June, 1966, delivered the Day of Affirmation Speech at the University of Cape Town to the National Union of South African Students: “Few will have the greatness to bend history itself, but each of us can work to change a small portion of events. It is from numberless diverse acts of courage and belief that human history is shaped. Each time a man stands up for an ideal, or acts to improve the lot of others, or strikes out against injustice, he sends forth a tiny ripple of hope, and crossing each other from a million different centers of energy, these ripples build a current which can sweep down the mightiest walls of oppression and resistance.”

And so I, too, have newfound responsibilities since I have toured Turkey through the generosity of the Niagara Foundation. I pray for the courage to stand up for the ideals embodied in my Catholic faith, and to stand against injustices by embracing Niagara’s mission “to serve societal peace, love, and friendship wisely and compassionately in support of human dignity and the common good by striving to bring forth the common values of humanity; values such as understanding, tolerance, respect, and compassion.”

Gary Behrman is Adjunct Professor at Washington University in St. Louis

How can we then speak of absolute justice when there are so many innocents oppressed, murdered, and their rights confiscated at the hands of tyrants? “Is God just” Dr. Horkuc asks in this issue when He creates people in their respective particular places and under particular conditions and expect the same scores from both? Horkuc writes in this issue that the cup analogy of Bediuzzaman offers a solution to this dilemma.

Occupied with extreme work load, a great majority of us in modern times are bent double and exhausted in most cases to the point of total collapse. Is it only the amount of unnecessary work load or that we do not know how to deal with the present conditions that underlies this exhaustion? Ihsan Kose argues for a “minimum work principle” in the universe. From gravity to routes ants pursue on their tracks, to electrical circuit boards, the path light moves and all phenomena in the universe apparently manifest themselves with one common thing: lowest energy consumption. The article is prescriptive in the sense that whatever we may be busy with, we can and we should find the most efficient formula for best outcome in return for minimum amount of energy, so that we can make best of our stamina reserves.

Computer games are approached with suspicion, yet the number of people engaging with games and the amount of hours and even days we spend for them are increasing. “Gamification,” however, Ahmet Tugra argues, has become a trendy word. “It aims at transforming real life context in a manner that adopts game thinking in online platforms. From this perspective, it proposes to increase motivation, engagement, sense of enjoyment, and the positive attitudes of people towards work.” Games enhance cognitive development in children, and a balanced adaptation of games into real life contexts may help us generate more convenient work and family environment for adults.

Ink heals,
Pen befriends.
Paper mirrors,
Words are interlocutor.
They are lost indeed
when you have no mirroring ear,
when the mirror is gone,
the paper torn;
to hear
makes the pen cry, and
only then ink is revealed.

O, Beloved Friend
Fill my hands with the ink
of your inspiring winds.
Let my eyes, right and left, see
none,
All You,
thus all.
Did you hear what happened?
Did you know how it happened?
Of course you do.
But I want to tell
because this is what you do:
you know, but again, the pleasure
is to listen.
And on my part
it is to tell.
I want to forget my forehead on the soil that stands before You, welcoming,
I want to forget nothing.
But I only become Zero
In that moment.

In a world where right is equated with might, we must learn that what is truly right is pursuing basic human rights and dignity for all.

The highest ideal of human life is an individual elevating to unite with their soul, reaching radiant metaphysical realms, having divine secrets divulged to them, and attaining spiritual pleasures. A soul that takes wing toward this lofty ideal is always happy, and every endeavor made in this direction is internally enlightening and laudable; a person who targets such a life is virtuous, and the land of such people is a land of virtue.

The belief that humanity is nothing more than an animal species has done enormous harm to humanity. This thought first destroyed an individual’s desire for elevating their soul and then closed up the roads that take them to true virtue. And by reducing humanity into swarms of bugs, it deprived them of the comprehension and will to look into and supervise themselves.

According to this understanding, it is perfectly normal and necessary for the strong to destroy the weak, and for those who cannot fight back to be exterminated. When this understanding, which was derived from the idea of natural selection, was applied to human communities, it demolished the feeling of respect for general rights; it made “might” more oppressive; and by accepting unlimited animal freedom as a foundation, it reduced humanity to the level of other creatures. According to this wrong understanding, what was right-with all its aspects-depended on might. This meant that whoever had a strong body or fist, whoever had the better command of written or spoken expression, or whoever had good relations with the upper level of society, were viewed as being right and were even praised. And whoever was weak, whoever lacked power, financial means, and sycophancy – they were always mistreated and scorned.

In the meantime, notions such as the might of the soul, might of the right, and might of belief were erased from memory, in an effort to make younger generations oblivious to them. This situation put the truth and the followers of truth in a weak position before the oppressive powers and humiliated. Lowly considerations of gratifying carnal desires and the sole pursuit of personal pleasures and benefits seized souls completely, and this turned people of faith into a plaything for oppressors. The hungry wolf was respected by society, and he, in return, expected those walking corpses to pay tribute to him.

In the past centuries, the mansions of oppressors were surrounded by circles of people who, for the sake of seeking benefits, accepted being disgraced and despised, and at the same time, flattered their oppressors. Hence, there emerged queues of those who worshipped worldly power. And today as well, might still holds the upper hand, and the right and the rightful are within the grasp of that hand. The only difference is that an oppressive minority has come down and oppression has been widely distributed.

In the past, oppression and cruelty came from a few individuals; the masses are now the oppressors. Instead of the cruel individuals of the past, there are networks of cruelty all around. Nowadays, they cheerfully show up in society, revealing their ill-fated and debauched faces. During this festivity, neither the cry of the oppressed is heard, nor does anybody speak up.

Almost all of these things appeared for the first time when the notion of “right” and the understanding of freedom began to be abused. Then these views spread all over the world under the guardianship of the “industrial revolution” and the resulting technology. Thanks to the non-developed countries’ excessive love and interest for science and technology, these views were welcomed almost everywhere. Thus, the yearning for science and technology degenerated into a terrible open-door policy. Now, everything was taken in; everything was affirmed without asking for a password, without considering whether it suited the nature of that nation-particularly things that harm the social body. After this, people went astray, driven by loose morals, and they competed to deceive and oppress. Might is the only ruler; freedom is an oft-repeated pretext for every kind of corruption…

According to this new philosophy, traders can sell their goods at any price they wish. People have the freedom to hoard goods and sell them when the time comes, and to travel to lands where their ancestors marched in honor, pursuing any ignominious purpose. The media knows no limit in deprivation of character and conveys illicit content to the most remote corners – and they claim to do it to disseminate knowledge. Their publications that are audio-visually charming assail sound thinking, faith, and language; the youth are free to give way to chaos by disregarding every kind of lofty feeling and value; those who abuse religious feelings and thoughts are free to expect some benefit in return for their mumblings… how free, rightful, and wise they are, aren’t they? O freedom, how cruel do you become when abused to allow every kind of corruption!

According to the thought which has taken most of humanity within its grasp today, a good doctor is one who discovers the way to attract many patients to his personal office; a good lawyer is one who speaks for the interests of anyone-rightful or not; a good engineer or architect is one who draws projects to fill his pockets, deprived of scientific morality and a feeling of responsibility; a good singer is one who uses his or her voice to abuse the pure feelings of the people, and so on…

On the other hand, the lofty souls who observe others’ rights as well as their own, and who live for virtue, are viewed as stupid and unwise! In such a world, everything is related to a material purpose, and it is natural and inevitable that human communities and notions of humanity are replaced by a group of animals, by an understanding of humanity based on materialism and sensuality, and the belief that human values and the true notion of right will be forgotten. However, a happy future for humanity seems possible by giving due value to truth, saving it from the transgression of falsehood, taking animal freedom under control, backing the freedom of those who think, strive, live for others, and present the fruits of their lives to society before they depart from this world, making them live “forever.”

We do not wish to see humans act as slaves to carnal desires, getting more miserable every passing day with lowly feelings. We wish to see the faces who have reached inner tranquility by being servants to the Truth, those who kept away from the dark and dirty affairs of oppressors, the pure faces which reflect heavenly beauties on their foreheads. We consider these faces crystallized in colorful lines-by faith and hope, by service and joy, by love and humanity-as the guardian angels of this blissful world, and we applaud them.

How laudable are these people in service of Truth, who have been purified while flowing toward eternity, who smile at their fortune with gratitude, and who seek the Creator-the source of all beauties-through the tongue of the fish in the ocean and the gazelle on the plain, and who are enraptured with the pledge of eternity!

What are the basic traits that a teacher should have to be able to help students attain necessary language skills and cultural knowledge in an L2? As language educators, we receive this question all the time. Unfortunately, the answer to this question is not an easy one because research involving curriculum analyses, both in the United States and in Europe, has revealed a significant amount of variation in the number of domains and competencies covered in L2 teacher education programs (Richards, 2008). While some programs have predominantly focused on language and L2 acquisition research and theory, others have taken a more linguistics and methods-orientated direction. In general, though, most experts in the field would agree on a number of fundamental competencies.

Competent L2 teachers know who their learners are (1), what language is (2), how it is learned (3), and how it should be taught (4). Furthermore, they have a solid background about the foundations of L2 curriculum (5), the selection and development of instructional materials (6), and the design of a learning environment (7) that is sensitive to socio-cultural differences (8). They also know how to use the L2 as a tool for L2 learners to gain access to academic content knowledge (9). While they are also able to situate the whole language learning and teaching experience within broader learning theories (10), and competently assess and evaluate L2 development and proficiency (11), they are well aware of their professional roles and responsibilities as advocates for successful L2 education in its entirety at all levels, including institutional, national, and international. Indeed, these competencies have been categorized under the five domains of (I) Language Learning, (II) Learners, (III) Instruction, (IV) Assessment and Evaluation, and (V) Professionalism and Advocacy. Before any further ado, let’s take a look at what each competency entails.

Domain I: Language learning

This domain includes background knowledge and skills in (1) linguistics, (2) general learning theories, and (3) first and second language acquisition theories. First, L2 teachers need to be highly proficient in the language that they teach. Competent L2 teachers understand the nature of language and basic concepts of language systems such as phonology, morphology, syntax, lexicon, semantics, discourse, and pragmatics. They are also familiar with socio-linguistic, psycho-linguistic, and neuro-linguistic factors in L2 learning. Furthermore, they know the functions and register of the L2, including the conventions of written and spoken language, and the pedagogical implications of differences between basic interpersonal communication skills (BICS) and cognitive academic language proficiency (CALP) (Cummins, 1984). In addition, they understand the interrelatedness of receptive (listening, reading), productive (speaking, writing), and complementary (grammar, vocabulary, pronunciation) language skills.

Second, competent L2 teachers are familiar with the basic theories and concepts about first (L1) and L2 acquisition, including the language universals (Chomsky, 1965), and the role L1 plays in L2 development. While they understand differences between the processes of L1 and L2 acquisition, they have a solid background in second language acquisition (SLA) theories. For example, they know how to use different ways to maximize the comprehensible input (Krashen, 1987) opportunities for their students through authentic tasks and activities. More importantly, they know that the greatest bulk of an L2 is acquired through self-exposure and social interactions, not learned in strictly structured and inauthentic classroom settings. Finally, competent L2 teachers are able to situate SLA theories within the broader learning theories. For instance, they understand behaviorist (memorization) versus cognitivist (information processing) versus socio-constructivist (socio-cultural factors) views (Pavlenko – Lantolf, 2000) about L2 learning and development.

Domain II: Learners

Current SLA research has revealed that socio-psychological factors affect success in learning an L2. This domain covers teacher knowledge about (1) differences among language learners and (2) their levels of socio-cultural awareness. Individual differences, such as motivation, attitudes, anxiety, identity, learning styles, pedagogical beliefs, socialization patterns, and learning and communicative strategies affect success in learning an L2. For example, many scholars have found that high motivation has a positive effect on L2 learning (Dörnyei, 2005) while learners with high levels of anxiety do not seem be successful language learners (Horwitz, 2008). In fact, researchers have found that learners who strongly identify with the L2 community attain a more native-like accent than those who strongly identify with their native-speaking communities Dörnyei – Ushioda, 2009). Competent L2 teachers know about the role these factors might play in L2 attainment and plan the learning experience for their students accordingly.

Other learner-related factors concern the socio-cultural differences. L2 learners come from different families and geographical regions with different socio-economic and educational backgrounds, demonstrating a significant amount of cultural diversity. Culturally responsive L2 teachers understand the role of diversity – namely cultural products, perspectives, and practices – in L2 attainment. They know not only how to construct culturally-sensitive learning experiences to facilitate the most effective learning, but also what strategies to apply to create among students an awareness of and respect for cultural diversity. Indeed, culturally competent teachers effectively apply skills for communicating and collaborating effectively with the parents/guardians, the community members, and local resources to enhance their students’ learning. For example, such teachers not only genuinely value cultural diversity and incorporate it into the curriculum, but also organize extra-curricular activities in appreciation of diversity as an added value for advancement.

Domain III: Instruction

Under this domain, we have instructional competencies including (1) foundations of curriculum, (2) methods of language teaching, (3) learning environment, (4) instructional materials, and (5) language and content area integration. First, competent L2 teachers know the history and policy foundations of L2 education and use this knowledge to plan and implement effective L2 programs (Richards, 2001). They are able to select the most effective types of programs that are appropriate for the needs of a particular learner profile in a particular setting. For example, while most scholars agree that bilingual and immersion programs are the most effective, the most common English as a second language (ESL) programs in the U.S. are the pull-out ones, also known as the least effective programs that are primarily based on the development of BICS skills while neglecting the teaching of CALP via content-based curricula.

Second, competent L2 teachers are also able to choose and implement the most appropriate and current methods of language teaching. Such teachers know that we have come a long way since the grammar translation and audio-lingual method (Richards – Rodgers, 2001), however, we no longer adhere to one particular method because we live in the beyond-methods’ era (Kumaravadivelu, 2006). Nonetheless, this does not imply a senseless, eclectic approach; rather it entails being flexible within a consistent theoretical and pedagogical framework often referred to as “principled eclecticism” (Larsen-Freeman, 2003). Third, as the current ecological L2 learning theories would suggest (Brown, 2006), just as only a balanced amount of sun, water and care, in a nurturing environment, can lead to the healthy growth of a flower, instructional methods can lead to success in L2 learning only if the learning environment is meticulously designed.

Last but not least, an important part of what constitutes a nurturing environment is the availability of effective instructional resources. Competent L2 teachers are not only well-informed about the strengths and weakness of commercial and authentic materials but also possess the necessary skills to select, adapt, or develop their own materials based on the specific needs and goals of their students. Indeed, competent L2 teachers use the instructional materials that integrate the language and content area goals, supporting L2 learners’ BICS, CALP, and academic achievement (Cummins, 1984). For example, most English-medium universities overseas have English preparatory programs to prepare students to be able to receive, say, engineering or economics content in English; however, instead of conducting a needs analysis and basing their EFL instruction on the content of these majors, most of these programs select generic commercial materials that often times include linguistic input predominantly about shopping, holidays, food, and friendship.

Domain IV: Assessment and evaluation

This domain covers knowledge and skills about the assessment and evaluation of L2 learners’ language development. It includes background in L2 testing skills related to the placement, diagnostic, achievement, and proficiency of L2 learners. Competent L2 teachers know the commonly used national and international standard assessment tools, such as TOEFL. Such teachers also know the basic concepts and practices related to test design, development, and interpretation. In addition to understanding the validity and reliability of testing methods and tools, they understand potential relationships among the national standards, instruction, and L2 testing. More importantly, in their classrooms, they effectively apply knowledge of formal/informal, direct/indirect, and dynamic and authentic assessment. Most importantly, however, competent teachers are familiar with the construct of the “backwash effect” – the effect testing might have on student learning (Hughes, 2003). Successful learning will not take place if teaching and testing goals and/or methods are incongruent. For example, if writing skills are tested by multiple choice tests, students will invest their time and effort in developing their skills to respond to such questions, not in working on actual writing skills that they will need in real-life tasks.

Domain V: Professionalism and Advocacy

As part of the last domain, L2 teachers are required to possess certain professional qualifications and individual characteristics to be able to support L2 learners’ linguistic, cultural, and academic development. This domain lies at the heart of the profession. Competent L2 teachers demonstrate knowledge of the history of L2 teaching, keep up-to-date with new trends and current educational research, and follow domestic and international issues related to language planning and policy, as well as other advances in L2 education. Moreover, considering language learners spend only a limited amount of time with language teachers, it is very important that L2 teachers collaborate with the mainstream teachers and build partnerships with outside resources and parents to support the linguistic, cultural, and content areas of development. Also noteworthy is that such teachers claim responsibility for L2 learners and are able to apply effective strategies to advocate educational and social equity for their students, both at the institutional and broader community levels (Crawford, 2004). For instance, such teachers serve as a resource to promote a school environment that values cultural and linguistic diversity, and they advocate for equitable access to resources for language learners by becoming members of organizations (e. g.: TESOL) that support L2 learning and teaching.

Furthermore, in order for teachers to apply these professional competencies in actual classroom practices, they need to posses certain individual characteristics and dispositions that complement their professional qualifications. Unlike learning other subjects, language learning requires a great deal of patience and perseverance. Hence, L2 teachers need to be caring, compassionate, understanding, self-sacrificing, and patient. They need to establish a good rapport and empathy with their students, offering them timely motivational support. Only by doing so can they understand their students’ socio-psychological well-being and invest additional personal time and effort in students’ learning.

Last but not least, L2 teachers need to remain positive and enthusiastic about their students’ progress, because the process of L2 development is a bumpy road with lots of ups and downs. To help their students, teachers need to be able to identify their students’ struggles correctly and provide them with developmentally appropriate support. In addition, they need to be fair and treat all of their students equally. In doing so, they need to know their students very well and think outside the box, supplying innovative in-class and self-study strategies. Finally, in order for L2 teachers to be able to competently demonstrate these personal traits, they need to have effective communication skills. While such teachers are very good and empathetic listeners, they also need to be able to communicate their thoughts and feelings effectively, and with mutual respect and appreciation, to support their students’ learning.

Saban Cepik is Assistant Professor/Department Chair, ELT, Zirve University.

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