• Skip to primary navigation
  • Skip to main content
  • Skip to primary sidebar
Kinney Brothers Publishing Logo

Kinney Brothers Publishing

ESL Teaching & Publishing

  • Kinney Brothers Publishing
  • KBP Shop
  • Games+
  • About Us
  • Contact
  • Press

language development

CVC I Have Who Has Activity Set

04/25/2024 by admin

Discover the fun of CVC I Have Who Has games, tailored for your little ones! Perfect for reading, listening, and speaking, these best-selling cards are designed to empower emergent readers. Unleash the magic of language with an 80-word vocabulary base featuring 16 CVC words for each AEIOU vowel group. For each vowel group, there are three versions: cards with picture prompts, cards with picture prompts on half the card, and cards with words only. Included are 15 captivating games in total – print, cut, and laminate for endless fun! Dive into an engaging world that fosters language development and literacy skills.

Download this activity set now! https://www.teacherspayteachers.com/Product/CVC-Word-I-Have-Who-Has-Activity-Set-Short-Vowels-ESL-ELL-Newcomer-Game-1026459

Embrace the versatility of I Have, Who Has activities, perfect for both large and intimate groups. The simplicity of play ensures a delightful experience – just deal the cards, arrange them face-up, and let the language adventure begin! Elevate learning with this thoughtfully crafted activity designed to captivate and inspire. Be sure to check out my blog post about making I Have/Who Has activities walk across the room!

I loved using this resource and plan to continue! I used them with my newcomer students- it keeps them engaged and we are able to read, write, and speak using this activity! — Mallory B.

So much learning is taking place in this one activity: reading, taking turns, comprehending to just name a few. — Sandra C.

Kinney Brothers Publishing I Have Who Has activity set.

Filed Under: Kinney Brothers Publishing Tagged With: AEIOU vowels, Classroom Activities, CVC Words, early childhood education, Educational Games, Emergent Readers, I Have Who Has games, Interactive Learning, language development, Learning Resources, listening skills, literacy activities, reading skills, speaking skills, vocabulary development

Creative Ways to Teach Grammar to Young Students

11/04/2023 by admin

We are pleased to present this guest post by Sarah Perowne. Enjoy!

Early exposure to grammar and grammatical structures in the ESL classroom is important for fluency and language development. Still, a lot of the advice for young students is about drilling vocabulary and using flashcards. While these activities have their place in the ESL classroom, they are not the only ways to teach grammar and English. Here, we’ll give you some creative ways to teach grammar that can be easily adapted to your classrooms and any age, regardless of whether they’re online or off!

Drama & Theater

Drama and theater are fantastic ways to put grammar instruction into practice. Instead of abstract rules, students see how scripts and stories rely on grammar, emotion, and movement to convey information to the audience. As we all know, being confident in a language means knowing the grammar patterns and how native speakers use them, not just how a grammar book tells us.

Puppetry (Ages 2-8, Groups and Individual)

You can use puppets and storytelling to narrate a simple story that contains examples of the grammar concept you want to teach to keep children engaged. As you tell the story, emphasize and repeat phrases or sentences that illustrate the target grammar. If you’re focusing on the past simple tense, for example, most fairytales are typically told in this tense, like Goldilocks and the Three Bears and Hansel and Gretel.

Mantle Of The Expert (Ages 5+, Small Groups)

I love using Mantle of the Expert to teach grammar. It’s an immersive and inquiry-based teaching strategy designed by Dorothy Heathcote and is a great way to get kids actively participating. Mantle of the Expert works by assigning roles to your students, making them “experts” in a specific grammar topic. Some ideas could be a punctuation detective or an order of adjectives specialist. Once your students have a role, you introduce a problem or challenge. Students then work together to solve the problem using their “expertise” in the field. Encourage them to discuss and apply their grammar knowledge, then hold a reflection session after the activity!

Stick To The Script! (Ages 7+, Pairs and Small Groups)

You can’t have a play without a script, and you can’t have a script without grammar! This one is easy to set up and teaches children the significance of different grammar and punctuation in a written text. Simply get your hands on a script, either printed or projected for the kids to read and then give them another script with the same lines but the grammar altered! For example, a script that reads “Let’s eat Grandma” and “Let’s eat, Grandma” have completely different meanings, and their stories lead in wildly different directions!

Creative Game Ideas

Games are the bread and butter of any ESL grammar lesson for young learners. However, don’t go for something predictable like flashcards or a pop quiz. Here are some creative ways you can use games to teach grammatical structures and topics.

Grammar Review Bingo for (Ages 5+, Any Size Groups)

Create blank bingo cards with separate sentence strips containing your target grammar topic or topics. On the bingo card, get your students to write the grammar topics you want to cover in each square. For example, if you’re working on adjectives, prepositions, and nouns, they can copy the category names onto their bingo card. You will read the sentence strips aloud; each time they identify the correct category from a word in the sentence, they mark or cover the category square on their bingo card. For example, if the sentence contains the word “big,” they would cover the “Adjectives” square.

Top Teachers Tip: Laminate the bingo cards so you can use them again!

Online Digital Worksheets

You can easily gamify worksheets and flashcards and make them more engaging for students when you use them digitally; plus, it saves on printing and paper and is perfect for online teaching. WordTips has a ton of digitized grammar worksheets for ESL teachers, including noun and verb worksheets for beginners, helping verbs worksheets, or parts of speech with digital flashcards.

Mad Libs (Ages 5+, Any Size Groups)

A beloved grammar game that you might not have thought about! Mad Libs allows kids to use grammar to create hilarious stories. Played in groups, start by creating a made-up story, but invite the kids to add their own nouns, verbs, and adjectives as you go! Every story will be completely different, and the silliness continues each time. If capable, the children can lead themselves, providing fresh words for unique twists and a ton of fun!

Grandmother’s Cat (Ages 5+, Any Size Groups)

Grandmother’s Cat is an adverb practice game that requires no tools or preparation. Kids take turns completing the sentence, “My grandmother’s cat is _____,” with adjectives beginning with A, then B, and slowly working your way through the alphabet. You may have tried this yourself on a long car ride or plane journey, and it sometimes goes by the name, The Alphabet Game. It’s super simple to learn but will keep you engaged in grammar in a super fun way!

Use The World Around You

Explore The Outdoors (Any Age, Groups, and Individual)

Teaching grammar through outdoor exploration engages children in a hands-on way. For example, scavenger hunts can teach nouns and adjectives as kids search and describe the objects they find. Nature walks can inspire sentence formation and storytelling as kids try to describe the world around them. When it comes to the outside, you’re only limited by your imagination!

Music & Singing (Any Age, Groups, and Individual)

Music is an international language, and using it to teach grammar is a fantastic way to engage young kids. Song lyrics contain so many grammatical elements, such as verbs, nouns, order of adjectives, and adverbs. Analyzing lyrics or creating song parodies can reinforce these ideas and make learning more enjoyable. Singing also helps pronunciation and listening skills, exploring grammar through rhythm and melody in the most fun way!

Anywhere And Everywhere (Any Age, Group, and Individual)

Grammar is everywhere, literally. Any text, speech, recording, or sound can teach kids about language. Whether observing street signs and creating sentences using them or describing the animals you see on a trip to the store, grammar can be taught and learned anywhere. By integrating grammar into real-world scenarios, children connect language to the world they exist in, making learning engaging, practical, and more obviously valuable.

Word Games (Any Age, Group, and Individual)

Word games are a fantastic way to teach kids English grammar because they’re fun and competitive. Try using Scrabble pieces to create words and order sentences or to practice CVC fluency and word patterns. Another idea could be to use an online word finder when you’re running out of planning time to generate a targeted vocabulary list for your grammar quizzes. You could show students the tool, give them a list of letters, and have them sort the generated words into grammar categories. Once they’ve done this, they can use the categories in many ways.

  • Grammar rule presentations.
  • A whole group discussion about specific grammar patterns and rules.
  • Grammar challenges where students create original sentences or stories using the generated words and categories.
  • Grammar treasure hunt.

With careful planning and a little outside-the-box thinking, there are tons of creative ways to teach grammar. So, we hope we’ve inspired you to make English a lot more fun for your youngest students beyond traditional flashcards and teacher-talk instruction.

Filed Under: Kinney Brothers Publishing Tagged With: Classroom Activities, creative grammar teaching, digital learning, drama education, ESL classroom ideas, ESL teaching, grammar games, grammar instruction methods, guest post, language development, outdoor educational activities, puppetry in education, teaching English

Fun Facts About English #98 – The History of English 1

02/22/2021 by admin

Kinney Brothers Publishing English History 1

The name “Britain” comes from Latin: Britannia~Brittania, via Old French Bretaigne and Middle English Breteyne, possibly influenced by Old English Bryten(lond), and ultimately an adaptation of the native word for the island, Pritanī.

This is the first of two posts exploring the history of the English language. In this post, I’ll take a look at the broadest cultural, political, and linguistic developments on the British Isles from the prehistoric up to the Norman invasion in 1066. The second post looks at the history of English from the Norman conquest through Modern English.

Prehistory and the Celts

Stonehenge
Stonehenge, 3000 BC, built by Celtic high priests known as the Druids

During the Neolithic and Bronze Ages (4500 to 600 BC), the British islands saw the adoption of agriculture as communities gave up their hunter-gatherer modes of existence to begin farming.

During the British Iron Age (1200 BC to 600 AD) a trans-cultural diffusion and immigration from continental Europe resulted in the establishment of Celtic languages and gave rise to the Insular Celtic group. The Insular Celtic culture diversified into that of the Gaels or Goidelic languages (Irish, Scottish and Manx) and the Celtic Britons or Brythonic languages (Welsh, Cornish, and Bretons).

Insular Celtic culture

The first historical account of the islands of Britain and Ireland was by Pytheas, a Greek from the city of Massalia, who around 310–306 BC, sailed around what he called the “Pretannikai nesoi,” or “Pretannic Isles.” “Pretani” or “Pritani” was understood on the continent to mean “the land of the tattooed” or “the painted ones.”

Celtic influence on the English language is most apparent through geographic and place names. The Thames and Yare rivers as well as important Roman towns such as London, York, and Lincoln find their origins in the Brittonic Celt language. Beyond this, it has been suggested that it is impossible to point to any feature about Anglo-Saxon phonology or Old English which can be shown conclusively to have been modified due to the linguistic habits of the Celtic Britons.

Roman Invasion, Occupation & Departure – 55 BC – 410 AD

Roman Invasion of England

In 55 and 54 BC, Gaius Julius Caesar invaded the British Isles and by 43 AD “Brittania” had became the furthest western province of the Roman Empire. In the first century, governor Gnaeus Julius Agricola enlarged the province significantly, taking in north Wales, northern Britain, and most of Caledonia (Scotland). By the third century, most Britons were granted some form of citizenship in the Roman Empire.

Following the conquest of the Britons, a distinctive Romano-British culture emerged as the Romans introduced improved agriculture, urban planning, industrial production, and architecture. They also built an extensive network of roads, sanitation, and wastewater systems.

Roman Britannia

By the end of the fourth century, Roman Britain had an estimated population of 3.6 million people, of whom 125,000 consisted of the Roman army and their families and dependents. The capital city of Londinium (London) was an ethnically diverse city with inhabitants from across the Roman Empire, including natives of Britannia, continental Europe, the Middle East, and North Africa.

The British language at the time of the invasion was Common Brittonic and remained so after the Romans withdrew. Although a British Latin dialect was presumably spoken in the population centers, it did not become influential enough to displace Celtic British dialects spoken throughout the country. Examination suggests some 800 Latin words were incorporated into the native language.

The Druids, the Celtic priestly caste, vainly defended their sacred groves from destruction by the Romans and their religion was outlawed by Claudius in the first century AD. Archaeological evidence for Christian communities begins to appear in the 3rd and 4th centuries with small timber churches and Roman Christian burial grounds.

Roman Empire

By 410 AD, 460 years into the occupation of the British Isles, the city of Rome was under attack and they could no longer maintain the far western stretches of the crumbling empire. The Roman Emperor Honorius sent a letter to the people of Britain to “look to their own defenses.” There may have been some brief naval assistance from the fading Roman Empire of the West, but otherwise, they were on their own.

With Britain open to invasion, the islands were divided politically as former soldiers, mercenaries, nobles, officials, and farmers declared themselves kings and fighting broke out among each other. Added to this, depredations of the Picts from the north and Scotti from Ireland forced the Britons to seek help from the pagan German tribes of Angles, Saxons, and Jutes, who then, depending on interpretation, defended, immigrated, and then integrated with the populace peacefully or invaded the islands with an aggressive military occupation. Either way, their presence completely altered the cultural and linguistic makeup of the islands.

Anglo Saxons – 410 – 1060 AD

Anglo Saxon culture

From the 5th to the 11th centuries of the medieval period, Anglo-Saxon kingdoms were formed and gradually came to dominate the territory of present-day England. Gaining control of eastern England in the 5th century, they expanded during the 6th century into the Midlands, and expanded again into the south-west and north of England during the 7th century. By 600, a new order was developing of kingdoms and sub-kingdoms including East Anglia, Mercia, Northumbria, Wessex, Essex, Kent, and Sussex. By the 8th century, the term Anglo-Saxon was in use, but more often than not, was used to distinguish Germanic groups in Britain from those on the continent (Old Saxony in Northern Germany). The earliest “English” identity emerged in this period when they were known in Old English as the Angelcynn (‘family of the Angles’).

Anglo Saxon invasions

The Saxon invasions of Britain destroyed most of the Roman Christian churches in the east of Britain, replacing them with a form of Germanic polytheism. The unconquered parts of southern Britain, notably Wales, protected their Romano-British culture, in particular retaining Christianity as well as spoken Celtic. Around 600, the Anglo-Saxon states were again Christianized by the Gregorian Mission; a Christian mission sent by Pope Gregory the Great in 596 specifically to convert Britain’s Anglo-Saxons.

When the Saxons arrived, they brought with them a writing system called Runes and a spoken language made up of Germanic languages such as Old Frisian, Old Norse, and Old High German. Over the next few centuries, at the expense of British Celtic and British Latin, these became the predominant languages throughout England. Today, we refer to these medieval dialects as Old English though it bears very little resemblance to the English as spoken today. About 85% of Old English words are no longer in use, but those that survived are the basic elements of Modern English vocabulary. With the spread of Western Christianity during the Middle Ages, the Latin alphabet was adopted and eventually displaced earlier Runic alphabets.

Old English had four main dialects, associated with particular Anglo-Saxon kingdoms: Mercian, Northumbrian, Kentish, and West Saxon. It was West Saxon that formed the basis for the literary standard of the later Old English period. It was Mercian that influenced the dominant forms of Middle and Modern English.

Old English can be subdivided into three historical periods:

  • Prehistoric Old English (c. 450 to 650) This language was a closely related group of dialects spoken by the Angles, Saxons, and Jutes, and pre-date documented Old English or Anglo-Saxon.
  • Early Old English (c. 650 to 900) This is the period of the oldest manuscript traditions, with authors such as Cædmon, Bede, Cynewulf, and Aldhelm.
  • Late Old English (c. 900 to 1170) This final period also includes the Old Norse (Viking) influence before the transition to Middle English.

The Vikings – 800 to 1150 AD

The Viking Age

In 793 came the first recorded Viking raid, where “on the Ides of June the harrying of the heathen destroyed God’s church on Lindisfarne, bringing ruin and slaughter.” (The Anglo-Saxon Chronicle)

The Viking Age and its relationship with England lasted from approximately 800 to 1150 AD. Its expansion took the forms of warfare, exploration, settlement, and trade with the Danish invaders ultimately becoming part of the mix of people on the British islands. Anglo-Saxon writers called the Scandanavian invaders Danes, Norsemen, Northmen, the Great Army, sea-rovers, sea wolves, or the heathen.

The Vikings took over parts of Northumbria, East Anglia, and parts of Mercia. In 866 they captured modern York and made it their capital. The kings of Mercia and Wessex resisted as best they could, but with little success until the time of Alfred of Wessex (Alfred the Great), who managed to re-conquer and unify England for much of the 10th century.

Danelaw and the Viking Age in England

Danelaw is the set of legal terms and definitions created in the treaties between Alfred the Great and Guthrum, the Danish warlord, written following Guthrum’s defeat at the Battle of Edington in 878.

The Danes brought with them the Old Norse branch of Germanic religions commonly known as Norse paganism. Our names for days of the week come mainly from Anglo Saxon equivalents of Old Norse gods – Tuesday from Tiw or Týr, Wednesday from Woden (Odin), Thursday from Thor, etc. Hundreds of adopted words also include give, take, get, husband, fellow, sister, plow, ugly, egg, steak, law, die, bread, down, fog, muck, lump, and scrawny. With the 300-year influence of Old Norse, Old English was transformed beyond its Anglo-Saxon roots. This “Norsification” included changes in syntax, phonology, lexical borrowing, and (importantly) grammatical simplification. Old English was in its nature a synthetic language, where word meaning was indicated by distinctions of tense, person, gender, number, mood, voice, and case. The Old Norse influence simplified the language toward a more analytic language that organizes words and grammar by a strict word order instead of inflections or word endings that show grammar.

The translation of Matthew 8:20 from 1000 AD from Old English:
Foxas habbað holu and heofonan fuglas nest… (“Foxes have holes, and birds of the air have nests…”)

The final Viking invasion of England came in 1066 when Harald Hardrada of Norway sailed up the River Humber and marched to Stamford Bridge with his men. The English king, Harold Godwinson, marched north with his army and defeated Hardrada in a long and bloody battle.

Immediately after the battle, King Harold heard that William of Normandy had landed in Kent with yet another invading army. With no time to rest, Harold’s army marched swiftly back south to meet this new threat. The exhausted English army fought the Normans at the Battle of Hastings on the 14th of October, 1066. At the end of a long day of fighting, the Old French-speaking Normans had won, King Harold was dead, and William of Normandy, aka William the Conqueror or William the Bastard, was the new king of England.

To continue this history, click on the “next” button below! You might also be interested in the influence of Native American languages in the North American dialects, or English words you didn’t know were originally Spanish!

Go to the previous or next Fun Facts About English.

Donald's English Classroom

If you enjoyed this post, be sure to check out the full list of topics from the Kinney Brothers Publishing Blog! They include ideas for teaching, classroom management, and more Fun Facts About English. Feel free to comment and pass these posts along to friends and colleagues!

Filed Under: Fun Facts About English Tagged With: Anglo-Saxon invasion, Anglo-Saxon kingdoms, Battle of Hastings, Britain, British culture, British history, British Isles, Celtic languages, cultural history, English language history, historical linguistics, language development, language evolution, language influences, language origins, linguistic transformations, medieval England, Norman Conquest, Norse paganism, Old English, political history, prehistoric Britain, Roman Britain

Easy Sight Words – A Closer Look

01/27/2021 by admin

Whether you call them sight words, popcorn words, or high-frequency words, they are, by definition, “commonly used words that young children are encouraged to memorize as a whole or by ‘sight,’ so that they can automatically recognize these words in print without having to use any strategies to decode.”

In addition, high frequency words can be abstract, difficult if not impossible to represent using pictures, and especially difficult to understand where meaning may have an inferred understanding through context (something a second language learner doesn’t have the advantage of in early language development.)  It can be very elusive to create a clear mental model of words like have and get, both of which can cross several different word choices in a language learner’s native language.

This is why students of English need to be exposed to the patterns of speech and inferred meaning of sight words early on in oral and writing exercises.  Inevitably, as you move children from decoding individual words to decoding language in connected text, sight words should be a regular part of your ESL program.

  • Preview Download
  • Kinney Brothers Publishing (Amazon)
  • Donald’s English Classroom (pdf download)
  • Donald’s English Classroom support materials
  • Preview Download
  • Kinney Brothers Publishing (Amazon)
  • Donald’s English Classroom (pdf download)
  • Donald’s English Classroom support materials
  • Preview Download
  • Kinney Brothers Publishing (Amazon)
  • Donald’s English Classroom (pdf download)
  • Donald’s English Classroom support materials

As your emergent readers display rudimentary reading ability and become capable of decoding and deriving meaning from connected text, including sight-word practice is imperative. The habits that you build into the children’s learning activities will help them to acquire new words more quickly, build on their knowledge base to infer meaning, and progress more confidently in their studies.

Filed Under: Kinney Brothers Publishing Tagged With: comprehension, decoding, Donald's English Classroom, Emergent Readers, ESL program, high-frequency words, kinney brothers publishing, language acquisition, language development, reading skills, sight words, Teaching strategies, vocabulary acquisition, young learners

Fun Facts About English #74 – The Awesome History of Dude

09/21/2020 by admin

Kinney Brothers Publishing dude

On a sunny summer day in 1965, I was in the front yard with my twin brother playing on our identical red tricycles. I said to Bobby, “Lookit how fast I’m peddlin’, man!” Bobby suddenly dashed into the house like he had to poop! A few moments later, my mother sternly called out to me through the open living-room window, “Donnie! Stop saying “man!”

Yankee Doodle

The tune of Yankee Doodle is far older than the lyrics, is well known across western Europe, and has been used in Holland for centuries for children’s songs. The earliest lyrics we know come from a 15th-century Middle Dutch harvest song. Though some of the words may seem familiar, the English and Dutch mix is largely nonsensical. The cadence, however, is unmistakable:

“Yanker, didel, doodle down, Diddle, dudel, lanther, Yanke viver, voover vown, Botermilk und tanther.”

The word doodle is derived from either the Low German dudel, meaning “playing music badly,” or dödel, meaning “fool” or “simpleton.” Yankee is recorded in the late 17th century as a nickname; perhaps from the Dutch Janke, a diminutive of Jan (John). Finally, dandy is thought to be a shortened form of 17th-century Jack-a-dandy for a “conceited fellow” and a pet form of the given name Andrew, as in Dandy Andy.

In 18th-century Britain, the term “yankee doodle dandy” implied a fashionable man who goes beyond the pale of reasonable dress and speaks in an outlandishly affected and effeminate manner.

Yankee Doodle Dandy Kinney Brothers Publishing

The song Yankee Doodle was written around 1755 by British Army surgeon Dr. Richard Shuckburgh. It was sung by British troops to mock the disheveled and disorganized colonial “Yankees” with whom they served in the seven-year French and Indian War (1756). In defiance, the American soldiers co-opted the song, added verses to mock the British troops, and by the time of the Revolutionary War (1775), turned the insult into a song of national pride.

FYI: The multi-award-winning musical film, Yankee Doodle Dandy, starring James Cagney (1942), was selected for preservation in the United States National Film Registry by the Library of Congress as being “culturally, historically, or aesthetically significant.”

Bonus FYI: The state of Connecticut designated Yankee Doodle as the official state song in 1978.

Doodle to Dude

Recent research of the word dude is owed to Barry Popik and Gerald Cohen who have been combing through 19th-century periodicals amassing the world’s largest collection of dude citations. Cohen’s journal, Comments on Etymology, lays out a solidly supported account of the early days of dude.

In the vernacular of the American cowboy and popular press of the late 19th century, the diminutive dude from doodle emerged as a derisive word, like dandy, for an extremely well-dressed Eastern city slicker who knew little of the rugged lifestyle of the new American West. The verbed version of the word is still familiar in the cowboy phrase “all duded up” for getting dressed in fancy clothes.* Dudedom, dudeness, dudery, and dudism are all recorded in the Oxford English Dictionary (OED) as terms used in the late 1800s to ridicule our foppish friends. In the early 20th century, dude ranches sprang up in many western states catering to wealthy urbanites wanting to vacation in the “cowboy lifestyle.”

In the 1960s, dude began appearing in surfer culture and the Black community with the meaning “fellow” or “guy,” much like bro in the 1970s. Dude continued its creep into the jargon of young Americans in general throughout the twentieth century.

One of the first known references to its contemporary use is the 1969 film, Easy Rider. In the clip below, Peter Fonda explains to Jack Nicholson the meaning of dude, giving us a marvelous linguistic marker in American pop culture:

https://www.kinneybrothers.com/video_files/EASY_RIDERx.mp4

From “dandy” to “regular guy” to “cool,” dude was further popularized in American films of the 80s and 90s, like Teenage Mutant Ninja Turtles, Fast Times at Ridgemont High, Bill and Ted’s Excellent Adventure, Wayne’s World, and Clerks. The ultimate dude, based on the personality of Viet Nam war activist Jeff Dowd, was played by Jeff Bridges in the 1998 cult film, The Big Lebowski. Bridges’ character, The Dude, inspired Dudeism, a new religion that promotes a rebel-shrug philosophy and the mantra, “Just take it easy, man.”

Dudeism’s objective is to promote a modern form of Chinese Taoism, blended with concepts from the Ancient Greek philosopher, Epicurus, and presented in a style as personified by the character of Jeffrey “The Dude” Lebowski.

In 2008, the beer company, Bud Light, aired an advertising campaign in which the dialogue consists entirely of different inflections of “Dude!” without ever mentioning the product name.

As we move further into the 21st century, the female equivalents dudette and dudess failed to acquire any linguistic legs and have fallen out of use. Among many young Americans, dude is now considered a unisex term in much the way guys is used to address a group of men or women. Studies reveal that, though dude is used today in every possible gender combination, it is not used by men to address women in their intimate relationships.

I’ll finish with this Millienial-age gem I found in my research:

“I call my mother “dude.” She doesn’t like it.”

If you enjoyed this post you may also be interested in reading about words recognized used all over the world, what the word jaywalker actually means, or the incredible history of American spelling bees!

See the previous or next Fun Facts About English.

Donald's English Classroom

Our textbooks are always in stock! Check out the complete lineup for your pre-school through adult English language classes!

*Not to be confused with the word duds, as in “I got my best duds on.” c. 1300, dudde “cloak, mantle,” later, in plural, “clothes,” especially “ragged clothing.”

Filed Under: Fun Facts About English Tagged With: American English, Contronyms, cultural significance, Donald's English Classroom, dude, etymology, kinney brothers publishing, language development, language evolution, linguistic journey, word history, Yankee Doodle

Fun Facts About English #60 – Rebracketing

07/03/2020 by admin

Fun Facts About English 60 Kinney Brothers Publishing

“A napron” becoming “an apron” wasn’t an anomaly. This kind of rebracketing has happened again and again in our language history. Here are five similar examples:

  • an ewt (salamander) / a newt
  • an ekename (additional name) / a nickname
  • an otch / a notch
  • a naranj / an orange
  • a naddre (type of snake) / an adder

These may seem like quaint misinterpretations from long ago. In reality, this kind of rebracketing is happening before our very eyes and ears, in spite of the fact that we rely less on an oral transfer of language. Our higher literacy rates seem to accelerate how we (sometimes intentionally) manipulate our language and, in turn, create strings of new words in the process.

Take for example the Middle English words all one or alone, meaning “one only” or “on one’s own.” When the word rebracketed to a-lone, a profusion of new vocabulary entered the English language, such as lone, lonely, and lonesome.

Consider the word helicopter. To most English speakers’ thinking, the two parts of the word are heli and copter. This is not correct. Coined in 1861, the etymology of the word originates from the Greek helico (spiral) and pter (with wings, as in pterodactyl). Nonetheless, we now have derivatives of this rebracketing, like helipad, heliport, and helidome. Copter, which wasn’t a word, suffix, or even slang before helicopter, gives us new combinations like gyrocopter, jetcopter, and quadcopter.

A more recent arrival is blog. The internet-era word came from the clever rebracketing of “weblog.” Its cousin, vlog, came from the words “video log.” From these newly-coined terms we get blogger, blogging, vlogger, and vlogging.

A popular rebracketing has occurred with the word alcoholic. The two parts of the word are alcohol (booze) and -ic (related to). Though –holic has no etymological history, per se, it is now a suffix with the definition of “being addicted to something,” such as shopaholic, chocoholic, and workaholic.

Finally, our beloved American hamburgers are a linguistic carnival of misinterpretations and rebracketing. If asked, many Americans would probably think the breakdown of the word hamburger (ignoring any cognitive dissonance) would be ham (meaning “not really ham”) and burger (a patty of meat or meat sandwich). From these misinterpretations, we get new words and food like a cheeseburger, double burger, and veggieburger.

The real meaning of hamburger is “a resident of the German town of Hamburg;” Hamburg + -er (resident of). Denizens of this burg gave us our meat sandwich progenitor, the Hamburg steak. When Germans arrived in America, their spicy Hamburg steaks were sold in restaurants, state fairs, and on food carts to industrial workers. Difficult to eat while standing or walking, the beef patty was sandwiched between two pieces of bread, and the hamburger was born. While there are numerous competing stories, it’s said that Louis’ Lunch, a small lunch wagon in New Haven, Connecticut, sold the first Hamburg steak sandwich around 1900.

And the rest is global history.

If you enjoyed this post, you may also be interested in how we unconsciously stack our adjectives, the anomaly of “The Big Bad Wolf,” or how Lewis Carroll gave us the first literary portmanteaux!

See the previous or next Fun Facts About English

Donald's English Classroom

Stories For Young Readers lesson packs are available for download as individual lessons or bundled together! Each lesson pack includes readings, exercises, puzzles, answer keys, and audio files! Click here to download the first lesson pack from Book 1 or Book 2 for free!

Filed Under: Fun Facts About English Tagged With: Donald's English Classroom, English language history, evolution of language, historical linguistics, kinney brothers publishing, language change, language development, language manipulation, linguistic misinterpretations, linguistic rebracketing, modern English, new vocabulary, origin of words, word etymology, word origins

  • Go to page 1
  • Go to page 2
  • Go to Next Page »

Primary Sidebar

Search

New from Susan Good!

Balancing Busy How to Support Your Child's Schedule

Kinney Brothers Publishing

Kinney Brothers Publishing Catalogue

Donald’s English Classroom

Donald's English Classroom Catalog

Click to see full listings!

Jooble Ad ESL Tutor Jobs

Weekly Fun Facts About English!

Fun Facts About English

Now in Japan!

Independent Publishers International

Copyright © 2025 · Genesis Sample on Genesis Framework · WordPress · Log in

 

Loading Comments...