Here is an article on “Spelling in English”. Let me know what you think.
Some Thoughts On Spelling
© Garth Dutton,2008
English is supposed to be one of the most difficult languages in which to spell. For every spelling rule that can be defined, there seem to be dozens of ‘exceptions.’ Also, some words that sound the same are deliberately spelt differently to differentiate them in text, e.g. hair and her, bare and bear, stare and stir, son and sun. Sometimes an ‘e’ is at the end of a word simply to make it look like English.(e.g. ‘house’.)
The real problem with spelling in English is the sheer amount of words of foreign origin in the language. Portuguese has the same problem. The reason for the high number of foreign words is identical in both languages, namely that during the Age of Exploration and Colonialism, both English and Portuguese sailors, explorers and colonial officials thought it ridiculous to invent new names for new things they came across when they already had a name in some local language. Everywhere they went they adopted local names for things, thereby becoming the two finest ‘trade languages’ the world has known. (English also gained many French words due to the Norman invasion, and in science there are many words of Latin and Ancient Greek origin as Classical Studies was the main education for the elite for centuries.)
But different solutions were found to cope with the foreign words. In English, foreign words that came into the language kept their original foreign language spelling. For example, ‘cheque’ has to be spelt that way in English because that is the way it is spelt in French, from whence it came. ‘Kindergarten’ has to be spelt that way because it came into English from German.
The principal that ‘foreign words keep their original foreign language spelling’ means that if the origin of the word is known, then spelling in English becomes quite logical. In addition, by studying the spelling, scholars have been able to trace the origin of virtually every word in the vast vocabulary of English… A staggering feat… But the price of that solution was that it has meant everyday spelling in English is a nightmare if you don’t know the origin of the words.
The Portuguese chose a different solution. They incorporated foreign words phonetically into the language. This means that every foreign word incorporated into Portuguese over the centuries fully obeys Portuguese spelling rules. But it also means that there is usually no way of telling the origin of the word, unless there is some historical record of it being adopted, or the reason for the adoption of the word can be worked out logically. Portuguese is a Latin-based language in which there is only a choice of masculine or feminine for nouns and adjectives. However, for the large number of foreign words in the language, the word ending is only the sound that the word had in the foreign language it came from. This has reduced the question of the gender of words to purely a matter of grammar. This makes Portuguese quite incomprehensible to speakers of other Latin-based languages where the genders of words continue to have real meaning.
There is an additional complication in that a considerable number of adopted foreign words are non gender specific. For example, ‘bebé’ which comes from ‘baby’ in English, and ‘criança’ was a Brazilian Indian word that means exactly the same as ‘child’ in English. (‘Child’ wasn’t adopted as it didn’t sound like a Portuguese word. ‘Criança’ did, so was adopted instead as soon as they came across it.)
But ‘bebé’ is grammatically masculine, and ‘criança’ is grammatically feminine. Try explaining that to someone Italian or Spanish. In fact, both words are of foreign origin and both are non gender specific. This means that Portuguese is an easy language to learn if you are an English speaker, but a difficult one to learn if you speak another Latin language. In the whole of French there is only one non gender specific term, and that is the expression ‘il n’y a personne’, which means ‘there is no-one there’. There is no way of telling whether the person who is not there is a man or a woman.
The French and the Spanish, however, kept their languages pure, and invented new words in their own languages for new things they came across in the colonial era. A different path to that taken by the English and Portuguese. But both paths had drastic effects on the peoples being governed. English and Portuguese displaced many local languages in their colonies, and in the French and Spanish empires, the ruling elites shared no common vocab at all with the peoples being governed, who still spoke local languages.
A possible way to learn English spelling quickly would be to take a list of commonly used words and learn them divided into categories based on their origin. My daughter Helena couldn’t spell at primary school because, try as she may, she was unable to define the principles of spelling in English. So she had no starting point. If she knew a word had four letters, she might just as well put down ’cmpz’. That was my diagnosis as an experienced Learning Assistance Program tutor at her school. But the school rejected my diagnosis, and treated her for dyslexia instead.
Things didn’t change till she got to first year high school at Unley. I was doing teaching practice at Cabra College and I met a South African visiting teacher there. He was in Australia to find out how multiculturalism worked in Australian Schools as Apartheid was ending in South Africa. He had done a term in the State school system and was now doing a term in the private school system. I had learned Angolan dialect of Afrikaans when I was living in the Angolan Portuguese Community in Cape Town, so we talked together in Afrikaans. I then told him about Helena’s spelling problem. He asked me why I hadn’t applied for ESL help, as Afrikaans was a language spoken at home. I said I no longer had much spoken fluency in the language, as I was out of touch with speakers of it and there was no Afrikaans reading material available here either.(He thought it ridiculous that every bit of the great expertise of English as a Second Language teachers is totally unavailable to English-speaking students here who have problems with spelling in English.)
I said I had told Helena that Angolan Portuguese people had a different concept of race than Afrikaner people. When the Portuguese came to Angola 500 years ago they wondered why the native people’s skin was so black. It is impossible to get sunburnt in a rain forest, so the sun couldn’t have been to blame. They eventually put it down to the severity of the problem of predation by leopards in Angola’s forests. Over time, only the darkest skinned people survived. A black person could sleep anywhere in the forest at night and be completely invisible to even a leopard. An environmental adaptation…
However, in Afrikaner people’s creationist religion, all races of people were created by God at the Creation with a unique range of skills and talents. That’s why they didn’t believe in mixing races. It was said to be interfering with God’s work. He said getting ESL should be no problem
He suggested that I also teach her the differences in meaning of some simple terms, such as ‘Cape Town‘ and ‘Kaapstad‘, and ‘Table Mountain‘ and ‘Tafelberg‘.So I did. Cape Town means it is the capital of Cape Province, but the ‘kaap’ referred to in Kaapstad is the geographical feature of the Cape of Good Hope. ‘Stad’ means ‘city’. The frequent bad weather at the cape itself was the main reason the city was there, as it is the nearest safe harbour where ships could wait for good weather. In Afrikaans the cape and the city form a ‘unit‘, so Kaapstad is one word. Table Mountain in English means that, even if you’d never seen it, you would still know more or less what it looked like, flat topped. But the only way you would ever find out what the term ‘Tafelberg’ means in Afrikaans would be to see the mountain itself, or to see a picture of it, because the flat top is only part of the mountain. ‘Tafelberg’ means that mountain and no other, and includes all aspects of it. Yet both these terms look like literal translations. The problem of there being two words in English and a single compound word as its equivalent in Afrikaans never goes away. It is much easier to learn Afrikaans as I did, using the principal I was taught of ‘ one word = one idea = one mental picture’, and put the English aside.
The South African teacher advised trying Helena out on spelling in Afrikaans, as spelling in that language is phonetic, and there is no c, q, x, or z in Afrikaans words to complicate spelling. (These letters are in the Afrikaans alphabet for use in non-Afrikaner people’s names.) He said if she is truly dyslexic, the Afrikaans alphabet would be as meaningless to her as the English one. So I gave my copy of ‘Teach yourself Afrikaans’ to Helena and my ex-wife Lynette to work through the phonetics of spelling in the language and to gain some vocabulary. Then I wrote to Unley High School and applied for ESL help for Helena. I explained that we may well be the only household in Australia where Angolan dialect of Afrikaans was spoken, but that was not a problem, as the component of Portuguese ideas in the dialect form a link to English that is lacking in the standard South African Afrikaans. ESL help was granted immediately. The ESL teachers there had some experience with Malay and Indonesian speaking students, whose languages also had a phonetic alphabet and spelling.
From then on, I have only a sketchy idea of what happened, because Lynette and I were recently separated. I heard of Helena’s progress about third hand. But as far as I was able to piece things together, it went as follows… Helena became literate in Afrikaans in a few days. She was then able to adapt the Afrikaans alphabet to spell out words phonetically in English. She was allowed to do a do a first draft in that fashion, and was then able to give the draft to any student in the class to simply correct the spelling. Her grammar and syntax were found to be excellent.
She was put under the supervision of the teacher of German, who told her that German is quite phonetic too, because it contains hardly any words of foreign origin. The teacher explained about words of foreign origin in English keeping their original foreign language spelling. At last, Helena had found the principle she needed to completely understand spelling in English. A breakthrough… The teacher bought her a dictionary that gave the origin of words, and they put commonly used words into categories based on origin. From then on, Helena made rapid progress with spelling in English.
I knew John Griffin, the head of English at the school, as he is a poet who reads at Friendly Street Poets venue, as I do. At the end of the year, I asked John how Helena was going with English at school. He said sadly, “Why on earth did you ever go to Angola?” I replied, “Because I wanted to ride on the Benguela Railway, one of the world’s great railway journeys.” He sighed and said, “Fair enough…” So we left the topic at that. I realized the problem wasn’t her progress in English, but the state Angola was in at the time. Virtually all of the white population had left in 1975 as soon as the first Cuban soldiers landed. They weren’t prepared to even attempt to live under the rule of people of Spanish descent. Civil war had raged since 1975 and the country was now littered with millions of land mines. Western big business was supporting the Marxist government in Luanda against the democratic opposition UNITA, whose their acronym stood for Union for the Total Independence of Angola. The multicultural teachers at the school must have been in despair. Helena still uses a spellcheck occasionally, just in case…