Power of Language
“The limits of my language are the limits of my world.” – Ludwig Wittenstein
From the desk of Leigh Ann . . .
When we are equipped with capable language skills, we possess the power to communicate. I know – power is a strong word (no pun intended), but here are a few of its synonyms: capable, competent, dynamic, influential, persuasive, robust, able, competent, convincing, in control, and effectual. Strong language skills give us the power to be exactly what those word equivalents convey: capable, competent, dynamic . . . well, you get the picture.
Exploring the literary language that authors use is a great place to build vocabulary and develop deeper understanding of word meaning and usage for our growing readers and writers. Language skills build self-esteem, deepen understanding of the world around us, and allow us to connect to the subtleties of wit and humor in text and repartee. Language skills are central to learning, so we must purposefully put them to work in our classrooms.
No matter the age of the student, there is a living book that can inspire. Choose an appropriate text – fairy tale to Shakespeare – and examine its elements. This glossary of literary terms (from the Ohio Department of Education) is a helpful tool when pinpointing an area of focus. Here are a few ideas:
Focus on Alliteration – The repetition of initial consonant sounds used to emphasize and link words as well as to create pleasing, musical sounds.
In Shakespeare’s The Tempest – Ariel, disguised as a water nymph, sings to enchant Prince Ferdinand: “Full fathom five thy father lies.” Ferdinand listens to the lyrical language and believes that his father has drowned. This type of literary tool emphasizes the magical and bewitching aspects of the story. After examining a few more examples, charge your students with creating one line that features the tool of alliteration.
Focus on Onomatopoeia – The use of words that imitate sounds. Words like hiss, buzz, crunch, and pop are examples.
Younger children might explore The Little Old Lady Who Was Not Afraid of Anything by Linda Williams. The two shoes go clomp clomp and the gloves go clap clap. After examining the examples of onomatopoeia, the children can create a class story, with each child contributing an example.
Focus on the Antagonist – the bad guy and the Protagonist – the hero.
Students of all ages can explore most any appropriate text and compare these characters’ attributes. You might take a common fairy tale like The Three Little Pigs and compare it to The Three Little Wolves and the Big Bad Pig. Who are the heroes and who is working to foil them? How do the roles change in these two books?
The study of language through good literature shouldn’t be a chore, but an exciting way to examine avenues that we don’t often walk. This purposeful study can inspire our students as readers, writers, and communicators. Create the spark, fan the flame, and help young learners find the joy that comes through exploring language.
You might like to check out this website to find some good books that are in the “spotlight.”