BIG PIR - CED · Brunch is a blended word that comes from the words breakfast and lunch. It is not...

HISTORY & HUMANITIES | LINGUISTICS

THE BIG PICTURE

The Salvation Army Adventure Corps: Rangers 1 History & Humanities | Linguistics

We all use words and language every day to interact with one another. But have you ever stopped to think about where words and the sounds that make them up come from? People who are interested in such topics may explore the field of linguistics, or the study of phonemes (speech sounds), morphemes (words or word parts), and semantics (word meanings). Those who study these aspects of language are called linguists.



ZOOMING INLinguists often become interested in language by asking questions. For example, why are words that have the same meaning so similar across certain languages and different across others? Notice how the word hello in English is very similar to hola in Spanish and aloha in Hawaiian. All of these words contain an ‘h’ and an ‘l’ in their spellings. Now, consider how in French to greet someone is bonjour, and in Swahili it’s jambo. How exactly do languages develop sounds and words? Well, this is a very complex process that takes place over time! In order to understand phonemes as well as word origin, or etymology, linguists may look back at history.

PHOENICIAN ALPHABETLinguists credit the Phoenician people for developing the first known alphabet, and this is where the 26 letter English alphabet we know today stems from. The Phoenician language was spoken in parts of the Middle East in about the 11th century B.C., and later spread to Mediterranean regions of Spain, Southern France, and Sicily. The alphabet was adapted from Egyptian hieroglyphs.



The Phoenician Alphabet influenced the Latin language, which is the root of the Romance languages (e.g. French, Spanish, Italian, and Portuguese) and Germanic languages (e.g. German, Dutch, and English). All of these languages have alphabets with very similar letters, and in some cases similar sounds, that get put together to form words. Interestingly, the alphabets of just about every modern day language originated from the Phoenician one, from Arabic to Russian to Hebrew! The Arabic alphabet developed from a cursive version of the Phoenician alphabet.

On the other hand, the Chinese language does not have an alphabet at all, but is logographic, or character-based. Instead of an alphabet with sounds to be combined into words, this language has pictograms that represent meanings. So whole words can be depicted by a single character.



WORD FORMATIONBeyond phonetics, or the study of speech sounds, many linguists are interested in how words are formed. Words become part of a language through several different avenues.

Blends

Words can be made by combining the beginning sounds of one word and the end sounds of another. For example, smog is made from the beginning of smoke and and the end of fog. Brunch is a blended word that comes from the words breakfast and lunch. It is not difficult to see how such blended words come to be when you consider that smog is a combination of fog and air pollutants and brunch is a meal that is usually consumed between breakfast and lunch. The meaning of blended words often lies somewhere between the meanings of the two words being combined. These words are accepted into the language as more people start to use them. Take the word frenemy, for instance. This is a blended word that comes from the words friend and enemy and means someone who one is friendly despite having mutual dislike. In your opinion, which word do you think is more widely accepted, frenemy or smog? Blended words sometimes start out as a trend, but over time become more accepted. What other blended words can you think of?

Compound Words

These words come to be by simply putting two words together. For example, sailboat is a compound that comes from the words sail and boat. The word greenhouse comes from the words green and house. Can you make a list of compound words you know in English?

Borrowed Words

A borrowed word is one that originally formed in one language, was loaned to another language, and ended up sticking! The word entrepreneur comes from French and was loaned to English. The word kindergarten, which has become institutionalized into American culture, actually began as a German word which literally means “children’s garden.” A glitch, or small problem, has become a very common word in the technological industry, and was originally borrowed from Yiddish.



Clippings

These words are reduced forms of longer words. The new shortened word retains the meaning of the longer word. Here are a few commonly used words that come from longer words: gator (alligator), exam (examination), gas (gasoline). What other clippings can you think of?

Language Use

Some linguists find it interesting how language is used by people in everyday contexts. These linguists would use naturally-occurring data in order to discover the subtle ways that people communicate. Discourse Analysis (DA) is one way that linguists study language in use. This involves recording people’s talk as they interact with one another, and then transcribing the talk using a set of conventions that indicate things like intonation (if the pitch of their talk is rising or falling), stress (if certain words are emphasized), and speed (how fast or slow something is said). These analysts also pay attention to patterns in word usage. For instance, a linguist named Galina Bolden studied how people use the word “so” to start a topic of conversation. She found that people may say, “So what’s up?” to get someone talking. A linguist named Scott F. Kiesling studied how the word “dude” is used in communication. He found that both men and women use the word “dude” to show an attitude of “cool solidarity” while addressing each other. So what’s up, dude?

Are you finding this interesting enough to start asking some questions about how and why people use language the way they do?

#ONE MORE THING

Applied Linguistics is a field that focuses on solving real-life language related issues. A hot topic in this field of study is understanding how humans learn a first or second language.

In large urban environments in the United States, such as New York City, there exist many culturally diverse neighborhoods where groups of people speak languages other than English. Such neighborhoods serve as rich multicultural epicenters and are to be celebrated and allowed to thrive. Nonetheless, many immigrants seek to improve their English language skills upon arrival to the United States. Applied linguists often study language for the purpose of teaching. For example, Columbia University houses the Community Language Program, where immigrants from all over the world can take affordable language courses that are taught by teachers and researchers in the field of Applied Linguistics. Many colleges throughout the United States with Applied Linguistics programs host similar language schools, with the goal of teaching languages to community members.


ACTIVITY | LINGUISTICS

GO DO SEE BE NAME:

DATE:

Complete the three tasks to earn your Linguistics emblem!

TASK 1

What does the way we talk say about us? Choose a character from your favorite television show or movie, with approval of your guide and guardian. While watching a clip, listen carefully to notice what is unique about the way this character talks.

Notice the character’s...

+ pitch—how high or low they talk

+ register—Do they use sophisticated or “big” words? Or more informal and/or trendy ones?

+ stress—Are there any words in particular that get emphasized when they speak?

+ repetition—Do you notice any words that are repeated in their talk?

Make a list of your observations. Based on these observations, what is your general impression of the character? What does the way the character talks tell you about him or her? Write a short paragraph explaining your reasons behind your impression.

Now, reflect on your own talk. How do you portray yourself through the way you talk to your friends, family, and teachers? Do you speak differently with friends than you do with teachers? In what ways? Write some notes and share with your group and/or guide.

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NOTES



GO DO SEE BE NAME:

DATE:

TASK 2

Make a list of all the blended, clipped, borrowed, and compound words that you know. Choose 3 words that interest you to examine more carefully and answer the following questions about each:

+ Is the word commonly used or is it rare?

+ Is there any person or group in particular that would use this word most commonly? Is there any person or group in particular that would not use this word?

+ Do you think this word will continue to be part of the English language in 20 years? Why or why not?

Share your words with your guide and/or group!

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NOTES



GO DO SEE BE NAME:

DATE:

NOTES

TASK 3

How do you think language has been shaped by technological advancements? Can you think of some words that are very common today that would not be around if it weren’t for technology? Make a list.

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How has the way we talk to each other and use language changed as a result of technology? Do you write differently when you text than when you email? How does technology-based communication differ from how you talk to another person face-to-face? Do you use different language on social media that you wouldn’t use in real life? Compare and contrast different mediums for communication and the way the language we use changes with each mode. Provide some examples.

Face-to-Face

Talk

Text

Email

Facetime or

Skype

Snapchat

Twitter



GO DO SEE BE NAME:

DATE:

NOTES

What kinds of generalizations can you make about how the medium of communication influences our language choices? Which media are most formal, and why? Which ones are more likely to include slang or clipped words, or abbreviations, and why? Discuss as a group!

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TAKE A CLOSER LOOK! Come up with a new, made-up word! You can use any of the word formation techniques to help you. Once you have decided on the new word, write a definition for it and decide on its part of speech (noun, verb, adjective). Then, teach it to your peer or to the whole class by providing them with examples on how to use the word. See if your group can use the word correctly in a sentence.

Reflect: Was teaching and learning made-up words difficult or easy for you? In what ways? Do you think learning a second language is difficult or easy? Explain why or why not. Do you speak more than one language? If so, at what point did you learn this language and was it easy or difficult? Why do you think so?

The Salvation Army Adventure Corps: Rangers GR-1 History & Humanities | Linguistics


GUIDE’S RESOURCES


RESOURCES

Linguistics

» www.topuniversities.com/

student-info/careers-advice/7-

jobs-graduates-linguis-tics-

degree

» www.omniglot.com/writing/

phoenician.htm

» www.britannica.com/topic/

Germanic-languages

» www.funenglishgames.com/

funstuff/funnyanagrams.html

» www.phonetics.ucla.edu/

course/contents.html

The purpose of this emblem is to provide an overview of linguistics and subfields. This emblem aims to give a basic introduction to the theoretical concepts, as well as some hands-on experiences aimed to deepen the boys’ understanding of how words are formed and how words carry meaning. This emblem may pair well with Anthropology, as well as with historical topics such as Roman Civilization.

X Differentiation point: Boys may begin this unit with different amounts of knowledge across topics. Some may have studied social science courses such as Sociology or even Linguistics. Others may have taken formal language courses. Sharing their backgrounds may help to determine those who might serve as leaders or mentors.

X Differentiation point: Boys who speak other languages will have much knowledge about similarities and differences between languages they speak; we encourage you to give them space and time to share what they know. Boys who know languages that have logographic systems (like Chinese or Japanese, for example), can teach a few characters to the others. Boys who are literate in Arabic may share some samples of their writing. Boys from modern day Lebanon, Syria, Israel, or Turkey—the site of ancient Phoenicia—may have cultural or linguistic knowledge to share. Speakers of all languages can share their knowledge of borrowed words, including words that are borrowed from languages they speak into English (such as tsunami from Japanese, coach from Hungarian, and igloo from Inuit).

X Differentiation point: Consider resources that may make the concepts in this emblem more robust. Is there anyone in the community that works as a translator? A speech therapist? A foreign language or English as a Second Language teacher? Is there anyone knowledgeable about the history of the English language? Is there a computer scientist who can talk about the linguistic aspects of computer coding? All of these fields have specialized knowledge in linguistics that the boys may find interesting.

X Differentiation point: Boys who are interested in this topic may wish to research job opportunities in the field. Computational linguistics, for instance, is a growing field in computer science. Forensic linguistics, which combines linguistics with law enforcement, is also a budding field. Encourage them to consult resources such as this site: www.topuniversities.com/student-info/careers-advice/7-jobs-graduates-linguistics-degree.

The group task will delve into linguistics through a small group activity while reading the manual, so that the boys may teach each other about different facets of linguistics. There will also be a group word game for the boys to complete. The individual tasks will deepen their understanding of linguistics and the work that linguists do. The closing task will point to the various languages that were present at Jesus’s crucifixion, pointing to all about His identity.

http://www.topuniversities.com/student-info/careers-advice/7-jobs-graduates-linguis-tics-degree




http://www.omniglot.com/writing/phoenician.htm

http://www.omniglot.com/writing/phoenician.htm

http://www.britannica.com/topic/Germanic-languages

http://www.britannica.com/topic/Germanic-languages

http://www.funenglishgames.com/funstuff/funnyanagrams.htm

http://www.funenglishgames.com/funstuff/funnyanagrams.htm

http://www.phonetics.ucla.edu/course/contents.html

http://www.phonetics.ucla.edu/course/contents.html

https://www.topuniversities.com/student-info/careers-advice/7-jobs-graduates-linguistics-degree

https://www.topuniversities.com/student-info/careers-advice/7-jobs-graduates-linguistics-degree




GUIDE’S RESOURCES

MATERIALS

¨ Manual (have enough copies for everyone or a plan for sharing)

MATERIALS

¨ Paper & writing tools

TOPIC GUIDE: INTRODUCTION1. Welcome students and have them sit down. For this lesson, the boys can sit in

any configuration.

2. Distribute manual and read The Big Picture together. You or a few students can read it aloud, or you can give them a moment to read to themselves.

GROUP TASK: ZOOMING IN & WORD GAME1. Read the Zooming In and One More Thing sections together. We recommend

the following technique, since there is quite a bit of information that is organized into manageable chunks. By adhering to these steps, the boys can teach each other! Follow the steps below.

a. Have the boys get into pairs or small groups of 3 or 4, depending on size of group.

b. Have each group read one aspect of linguistics in Zooming In. That pair or group will become the “experts” and teach the class about their category.

c. Come back together as a group, and have each group present the information for their section. Once all groups have presented, the whole group will have an understanding of the entire text.

2. Word Game: Solving Anagrams

a. Explain to the boys that an anagram is a scrambled up word or phrase that actually spells out a different word or phrase.

b. Place on a board or piece of paper the phrase “elegant man.” Explain that if you rearrange it, the same letters are also used to write “a gentleman.”

X Differentiation point: Point out very clearly the placement of the letters if the boys seem to have trouble understanding the way an anagram works.

c. Individually or in small groups, direct the boys to decode the following anagrams. Give them about 5 minutes to see if they can figure it out! Dormitory = ______ _____ (answer: dirty room) Astronomers = ___ ______ _____ (answer: no more stars)

X Differentiation point: If boys seem to enjoy this activity, you could have them come up with anagrams of their own. Boys who speak languages other than English might want to make anagrams in their own language, or even see if a phrase in another language spells out a word or phrase in English!




GUIDE’S RESOURCES

MATERIALS

¨ Device for viewing film or TV show

¨ Writing tools & paper

MATERIALS


¨ Devices and/or texts for research, if desired

MATERIALS


INDIVIDUAL TASKSThe boys must complete the three tasks to earn the Linguistics emblem.

TASK 1This task heightens awareness of speech variety through having the boys closely observe the talk of a character of their choice, and then reflect on their own different styles of speech. This will most likely be completed outside of meeting time.

X Differentiation point: Be sure to approve the choice of the boys before allowing the completion of this task to be sure that the character chosen is in line with Corps values. Alternatively, the boys may observe a real person on a newscast, for instance, or a politician giving a speech.

The boys will follow the instructions as outlined in the manual. Once the task is complete, they may share their findings as a group, or turn their work into you for feedback.

TASK 2This task directs boys to extend their understanding of concepts introduced in Zooming In. This may be completed individually or in small groups, during or outside of meeting time. This task should take about 15 minutes to complete.

1. If completing during meeting time, give the boys 2–3 minutes to write down all the compound, clipped, borrowed, and/or blended words they know.

X Differentiation point: Although the task specifies considering English words, boys may include words from other languages if they choose.

2. Facilitate as the boys choose three words and answer the questions in the prompts, providing guidance as needed. This should take about 10 minutes.

3. Have the boys share one or more of their words with the group. Praise them for their hard work!

TASK 3This task asks the boys to consider the way language changes with different media, and the effect of technology on language. This may be completed individually or in small groups. While the third part of the task is intended to be a group discussion, the other portions of the task may be completed outside of session time. The entire task should take approximately 20 minutes.

X Differentiation point: Boys may consider words and styles in languages other than English if they choose. Such knowledge could give a unique perspective that will deepen the group’s understanding of linguistics!

1. Help boys as they work through the task, following the directions as outlined in the manual. Help them keep track of time.

2. As a group, discuss the prompts in the third part of the task. This could take 10




GUIDE’S RESOURCESminutes or more to complete. Guide them to see that social media platforms have created more abbreviations and clipped words due to the limited space and the rapid pace of the Internet. They might contrast this with more formal methods of communication. You may wish to debate whether the new modes of communication help or hinder the evolution of the English language.

CLOSING TASK: LANGUAGE AT THE CRUCIFIXIONIn the Gospel accounts in the Bible--the books of Matthew, Mark, Luke, and John--we read about the life of Jesus. His life ended on Earth by being accused of things He didn’t do, being tortured, and hung on a cross where He died. He did this to save us from our sins and restore us to a right relationship with God.

In John 19:19-20 (NIV), we read about the significance of language during these final events before Jesus died on the cross.

“Pilate had a notice prepared and fastened to the cross. It read: Jesus of Nazareth, the King of the Jews. Many of the Jews read this sign, for the place where Jesus was crucified was near the city, and the sign was written in Aramic, Latin and Greek.”

The people who demanded that Jesus be crucified were mad about the sign. They wanted it to say, “This man claimed to be the king of the Jews.” But Pilate, who prepared the sign, said he would leave it the way it was. So, rather than the sign listing the crime Jesus was accused of--claiming to be God--it state who He actually was!

And it’s significant that it was written in three languages. Aramic, Latin, and Greek were major languages during the time and in the location Jesus was crucified. Aramaic was the common language of the Jews. It would have been what most of His accusers spoke.

Latin was the language of the Romans, or the government and those who enforced the law. And Greek was considered to be the language of those beyond the borders--the language of foreigers and tourists.

Depending on the part of the country you may live in, it would be like finding a sign written in English, French, and Spanish. God used language to point to the importance of what was happening on the cross--that the Savior of the world was dying for humanity...and would soon rise from the dead forever!

BIG PIR - CED · Brunch is a blended word that comes from the words breakfast and lunch. It is not...

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