More on language and East LA

Hello everyone,

I'm going to talk about the history of English first (briefly--don't lose me here), and then I'm going to tell you how that applies to English learners in East LA.

The earliest inhabitants of what is today Great Britain (at least that we know of) spoke something like Gaelic. They were conquered by European invaders who spoke German (Anglo-Saxons). Those invaders were later conquered by Europeans of Viking heritage who spoke French (Normans). The mixture of the languages of those invaders became Modern British English. American English also adds American Indian, Asian, and Spanish words.

Within this gradual evolution of the language are strong hierarchical feelings. For centuries after the Norman invasion, the British monarchy and aristocracy spoke French and the conquered peasantry and former aristocracy spoke German (actually called "Old English"). That means that, built into English, are the feelings that Latin-based words (French) are upper class, and Germanic or Gaelic words are lower class.

Now, how does this affect your students?

Since most of them come from a Latin-based background (Spanish), the common, ordinary words that they are accustomed to hearing at home and around the neighborhood correspond to the highest priced words in English.

That means that, if you assume that your students are going to struggle with Latin-based words and do well with Germanic words (as most English speakers do), you're probably wrong.

For example, in a sentence such as, "His level of comprehension left me in awe," the word most likely to give your students problems will be the old Anglo-Saxon "awe." "Comprehension" will be easier for them than for a young English speaker who might prefer "understanding."

Teachers sometimes will prepare a list of words that they think might cause problems for their students in the upcoming lesson, and they will choose out all the long, highfalutin Latin words to explain to their students. They ought to look to the lowly Anglo-Saxon words as being the more troublesome. In the sentences I just wrote, "upcoming," "highfalutin" (a long word, but considered very low class in English, and one that--though not often used in California--most native English speakers have heard; most ELL students have not heard), "ought," "lowly," and "troublesome" (in fact, "-some" as a suffix is often hard for them) are the words likely to be misunderstood.

Teachers will sometimes think that they are speaking very simply, and that their students should understand them; but if they are using a lot of Anglo-Saxon words, they may be more misunderstood than they think.

Until you get very good at it, do not assume that your language is easily understood by your students. Even if you think your students are native English speakers, there is a good chance that they will miss the meanings of many simple Anglo-Saxon words while they grasp the meanings of the more "difficult" Latin words. I was constantly surprised to find that words I grew up with--like "still" (meaning quiet), "beset," "bewitched" (indeed, almost any word with the prefix "be-"), "apron," "attic," "basement," "dreary," "dismal," and so on to the end of the alphabet--were frequently misunderstood by my students.

Further, keep in mind that words that have to do with any part of American culture not found in sunny, urban Southern California are difficult for them (words like "sleet," "venison," and "elm," for example, are incomprehensible).

Greek-based words, for anyone but Greek speakers, will be difficult.

As you work with them, revise your assumptions about what they understand and don't understand. You might find yourself better understood.

Jeff Combe