Carnegie Mellon University

G. Richard Tucker

G. Richard Tucker

Paul Mellon University Professor of Applied Linguistics Emeritus

Department of Modern Languages
Carnegie Mellon University
Baker Hall 160
Pittsburgh, PA 15213


During the past forty-five years, I have directed or co-directed numerous large-scale research projects including the 12-year longitudinal evaluation of the effectiveness of foreign language immersion programs in Quebec with Wallace E. Lambert that resulted in publication of numerous scholarly and practical articles as well as the monograph, The Bilingual Education of Children. In addition, I have been involved in planning and implementing national language surveys in a number of developing countries (e.g., Jordan, the Philippines, the Sudan) one of which resulted in publication of the monograph, an English-Language Policy Survey of Jordan. Thus, I've been involved in research on diverse aspects of language learning and language teaching in both monolingual and bilingual settings.

More recently, I have worked with Rick Donato at the University of Pittsburgh to conduct a longitudinal assessment of an innovative K-12 Spanish program for students in a suburban school district.

I also serve on a variety of national advisory boards and as a Trustee for TIRF (The International Research Foundation for English Language Education).

I also serve on a number of editorial advisory boards for scholarly journals in diverse areas of language education. I have a special interest in contributing toward a greater awareness of the role of language in education and national development in the United States and abroad.


Ph. D.,  McGill University, 1967

Recent Work

  • Paulston, C. B. & Tucker, G. R. (2003). (Eds.). Sociolinguistics: The Essential Readings. Oxford: Blackwell.
  • Chinen, K., Donato, R., Igarashi, K, & Tucker, G. R. (2003). Looking across time: Documenting middle school Japanese FLES students’ attitudes, literacy and oral proficiency. Learning Languages. 8, 2, 4—10.
  • Chinen, K. & Tucker, G. R. (2003). Saturday-school participation, ethnic identity and heritage language development. Heritage Language Journal. 1,
  • Tucker, G. R. (2005). Innovative language education programmes for heritage language students: The special case of Puerto Ricans. International Journal of Bilingual Education and Bilingualism. 2005, 8, 2 & 3, 188--205.
  • Chenoweth, N. A., Jones, C. M., & Tucker, G. R. (2006). Language Online: Principles of design and methods of assessment. In R. P. Donaldson & M. A. Haggstrom (Eds.) Changing Language Education through CALL. New York, NY: Routledge. Pp. 149--168.
  • Donato, R. & Tucker, G. R. (2007).  K‹12 language learning and foreign language education policy: A school-based perspective. The Modern Language Journal, 91, 256‹258.
  • Tucker, G. R. & Dubiner, D.  (2009).  Concluding thoughts: Does the immersion pathway lead to multilingualism?  In Tara W. Fortune & Diane J. Tedick (Eds.)  Pathways to Multilingualism: Evolving Perspectives on Immersion Education.  Clevedon:  Multilingual Matters.  Pp. 267—277.
  • Mitsui, A., Haxhi, J, Donato, R. & Tucker, G. R.  (2009). Introducing writing activities into the Japanese as a foreign language (JFL) classroom:  A teacher-researcher collaboration. NECTFL Review. 64, 5—17.
  • Donato, R. & Tucker, G. R. (2010). A Tale of Two Schools: Developing Sustainable Early Foreign Language Programs. Clevedon: Multilingual Matters.

Department Member Since