Thursday, 29 January 2015

World War 1's input on Language

If you’re feeling washed out, fed up or downright lousy, World War One is to blame.

New research has shown how the conflict meant that hundreds of words and phrases came into common parlance thanks to the trenches.

Among the list of everyday terms found to have originated or spread from the conflict are cushy, snapshot, bloke, wash out, conk out, blind spot, binge drink and pushing up daisies.

The research has been conducted by Peter Doyle, a military historian, and Julian Walker, an etymologist, who have analysed thousands of documents from the period — including letters from the front, trench newspapers, diaries, books and official military records - to trace how language changed during the four years of the war.

They found that the war brought military slang into the mainstream, imported French and even German words to English and saw words from local dialects become part of national conversation.
The results of the research are included in a new book, Trench Talk: Words of the First World War, which documents how new words and phrases originated, while others were spread from an earlier, narrow context, to gain new, wider meanings.

Many of the words were created by soldiers to describe their unfamiliar surroundings and circumstances. While they had to come up with names for new items like “trench coats” and “duckboards”, other, more descriptive phrases were also developed.

“Lousy” and “crummy” both referred to being infested with lice, while “fed up” emerged as a widespread expression of weariness among the men.

Communiqués from headquarters were derisively known as “bumf” — from “b--fodder”, a term for toilet paper.

Such reports could often give rise to “guff” (rumours), although this was not to be confused with “gaffs”, the term for makeshift theatres built behind the lines to entertain the troops.

Other phrases to develop were “snapshot” (from a quickly aimed and taken rifle shot), and “wash out”, which described a process by which aspiring officers who failed their commissions and were sent back to their regiments, or “washed out”. By 1915 the term was being used to signify any kind of failure.

“Dud” also came to take on a wider meaning for something which failed, from the large number of faulty shells which did not explode.

Parcels from home would be “whacked out” or “whacked round” by the recipients, so they were shared among friends - each getting “a fair whack”.

The brutality of life at the front also gave rise to many euphemisms, to describe death and fear.
Comrades who were killed were said to be “pushing up daisies”, or to have “gone west” “snuffed it”, “been skittled” or “become a landowner”. Those who were afraid were said to have “got the wind up”.

Many terms which were particular to one region or social class before the war entered common usage afterwards.

Examples include “scrounging” - to describe foraging for food, such as wild rabbits - which is thought to have derived from a northern dialect, and “binge” - to describe overindulgence in alcohol - previously just used in Lancashire. “Blotto” was another term for drunk popularised during the war.
Lower class words like “gasper” or “fag” and “bloke” - which previously referred just to a gentleman - moved from their narrow social roots.

Several phrases from the criminal underworld also entered wider use, among them “chum” - formerly slang for an accomplice - “rumbled” (to be found out) and “knocked off” (stolen).

Many more new terms came from the mix of nationalities thrown together by the war.

The French term souvenir replaced keepsake as the primary word for a memento, following exchanges with the locals, while officers being sacked were said to have “come ungummed” - from the French “dégommér”, to dismiss. This quickly developed into “come unstuck”.

Other words arrived with troops from the US - such as “cooler”, for prison - and Canada - including “swipe”, for acquiring something by means that were not necessarily above board.

Words even entered the lexicon from the trenches opposite. “Strafe” became an English word, from the German “to punish”, via a prominent slogan used by the enemy: “Gott Strafe England”, while prisoners of war returned with term “erzatz”, literally “replacement”, but used in English to mean “cheap substitute” and spelled ersatz.

Advances in technology also brought with them new phrases. Aircraft were known to “conk out”, while pilots also complained of “blind spots” where they were unable to see.
Many of the technical devices encountered by soldiers could be quite baffling and hard to describe, which helps to explain the widespread emergence of the word “thingumyjig” from the period.

Whereas ‘lousy’ was used to described soldiers covered in lice, in the 21st Century it has become more than that, and now has multiple meanings. These being:
·         Infested with lice.
·         Mean or contemptible: “that was a lousy thing to do.”
·         wretchedly bad/ miserable

Another example is that of ‘fag’ which now has several different meanings.
verb (used with object), fagged, fagging.
1.
to tire or weary by labor; exhaust (often followed by out):
The long climb fagged us out.
2.
British. to require (a younger public-school pupil) to do menial chores.
3.
Nautical. to fray or unlay the end of (a rope).
verb (used without object), fagged, fagging.
4.
Chiefly British. to work until wearied; work hard:
to fag away at French.
5.
British Informal. to do menial chores for an older public-school pupil.
noun
6.
Slang. a cigarette.
7.
fag end, as of cloth.
8.
a rough or defective spot in a woven fabric; blemish; flaw.
9.
Chiefly British. drudgery; toil.
10.
British Informal. a younger pupil in a British public school required toperform certain menial tasks for, and submit to the hazing of, an olderpupil.
11.
a drudge.

And also:
noun, Slang.
1.
Extremely Disparaging and Offensive. a contemptuous term used torefer to a male homosexual.
2.
Offensive. a contemptible or dislikeable person.


Another interesting one is ‘snapshot’. Once meaning “ a quickly aimed and taken rifle shot” which 97 years later means “an informal photograph, especially one taken quickly by a hand-held camera.” In the early 1900s, it would take several minutes for a photograph to be taken… and the cameras definitely were not hand-held! Cameras were very unlikely to be seen by the poor, as it was very expensive to have your photo taken in those days. In these days, it doesn’t matter how much money you have, cameras are everywhere. Yet if you were to tell someone in the time period of 1914-1918 that one day people would have hand-held devices to take photos with and take the famous “selfie”, they would laugh in your face and say you were mad!

If WW1 did not occur; would these words still have made it into our everyday conversations? Maybe… maybe not. I guess we’ll never know.




Bibliography: 



Monday, 5 January 2015

Children's reading

Children's reading


Fluency in reading 

While the ability to read words accurately is a necessary skill in learning to read, the speed at which this is done becomes a critical factor in ensuring that children understand what they read.
Children vary in the amount of practice that is required for fluency in reading to occur. Some youngsters can read a word only once to recognize it again with greater speed; others need 20 or more exposures. The average child needs between four and 14 exposures to automatize the recognition of a new word.
Therefore, in learning to read, it is vital that children read a large amount of text at their independent reading level (with 95 percent accuracy), and that the text provide specific practice in the skills being learned.
It is also important to note that spelling instruction fosters the development of reading fluency. Through spelling instruction, youngsters receive many examples of how letters represent the sounds of speech and also alert the young reader to the fact that written words are made up of larger units of print (like syllables). This insight lets the developing reader know that word recognition can be accomplished by reading words in larger "chunks" rather than letter-by-letter.


Other factors that influence learning to read

Good readers are phonemically aware, understand the alphabetic principle, can apply these skills to the development and application of phonics skills when reading and spelling words, and can accomplish these applications in a fluent and accurate manner.
Given the ability to rapidly and automatically decode and recognize words, good readers bring strong vocabularies and good syntactic and grammatical skills to the reading comprehension process, and actively relate what is being read to their own background knowledge via a variety of strategies.
As children are exposed to literacy activities at young ages, they begin to recognize and discriminate letters. Without a doubt, children who have learned to recognize and print most letters as preschoolers will have less to learn upon school entry. The learning of letter names is also important because the names of many letters contain the sounds they most often represent, thus orienting youngsters early to the alphabetic principle or how letters and sounds connect.
Ultimately, children's ability to understand what they are reading is inextricably linked to their background knowledge. Very young children who are provided opportunities to learn, think, and talk about new areas of knowledge will gain much from the reading process. With understanding comes the clear desire to read more and to read frequently, ensuring that reading practice takes place

A study done by the National Reading Panel (National Institute of Child Health and Human Development, 2001) concluded that children must be taught phonetic sounds explicitly in order to learn to read.


The difference between spoken and written language 

Spoken language and written language are obviously related. One of the clearest examples of this is in the acquisition of vocabulary words. Language experts tell us that in everyday conversation, we use about 5,000 words on a regular basis, and another 10,000 a little less frequently. That gives us about 15,000 "common words", as they are called.
That leaves tens of thousands of other English words. How are they learned? The more complex a text is, whether it's a book, newspaper or magazine article, or webpage, the greater the percentage of "rare words" they contain; that is, words that fall outside of the 15,000 common words. Clearly, the more you read, the bigger your spoken vocabulary.
Speaking and reading are connected  through decoding. Decoding is the process of pulling apart the sounds that each letter makes, and then putting them back together to make a word. It's much easier for a child to sound out a word on the page that they've already heard in conversation, than a completely new word. There's less information to process since the meaning and pronunciation of the word are already known. A child who has heard more words spoken is at an advantage when learning to read.

Reading for young children

Many baby and toddler books aim to help with speech development by providing pictures for children to label objects. Nouns and adjectives are the most common word classes in early books that contain only a few words. These link children's literacy experiences with the equivalent stage of speech acquisition, by giving labels for objects and increasing children's knowledge of their immediate environment. 
Early story books are designed to be read to children, not by them. They contain complicated words and grammatical structures that children can understand, even though they cannot read them or use them in their own speech. Children's understanding of words and structures is ahead of their ability to use them. 
Books for young children aim to be enjoyable and act as a shared experience; such books introduce children to stories and storytelling, as well as often being instructional. Reading schemes for school-age children are slightly different in that, although entertaining, they have been created to help in the formal learning process, being graded to assist children in acquiring fluency skills. 
Children become independent readers around the age of 8. Books for older children are still entertaining, informative and instructive, but are centered on them as active, solo readers. 


Bibliography

http://www.readingrockets.org/article/how-do-children-learn-read
http://www.montessoriforeveryone.com/Children-Reading_ep_46-1.html
AQA English Language B A2 2nd edition