Showing posts with label education. Show all posts
Showing posts with label education. Show all posts

sir, miss (at school)

In my last newsletter, I reacted to this news story:

Guardian headline: London school drops ‘Sir’ and ‘Miss’ honorifics to fight cultural misogyny

The article is about addressing teachers as sir or miss, which happens in American schools too (I'm sure there's a lot of variation in that across schools and regions). But in the newsletter I mentioned BrE referential use of the words when talking about the teacher (rather than talking to the teacher). I said: "I’m often taken aback when my child (like any ordinary English child) refers to her teachers as Sir and Miss"—which she often does.

My former colleague David replied to say that he found this odd, since as "a moderately ordinary English child in the north of England in the 1960s," he addressed his (all male) teachers as Sir, but would refer to them by name or description (e.g., our English teacher). He concluded that "referring to teachers as Sir and Miss may be either more recent or more southern."

While the usage may have been new in the 1960s, it definitely existed then, apparently even in the north.

The OED's first citation for that use of Sir is from 1955 in a novel by Edward Blishen, who hailed from London: "‘The cane,’ said Sims vaguely. ‘Sir can't,’ said Pottell...’" A few other quotations can be seen in the OED snippet below (note their nice new layout!)  




On to MissThe first referring-to-(not addressing)-a-teacher citation for Miss is from 1968 in a book by an author from Salford (in the northwest). (You'll spot another Miss example from that book in the Sir examples above. I've reported the error.)


Did Miss really only appear a decade after referential Sir? I doubt it. We have to rely on written records, usually published ones, and there aren't a lot of written records in the voice of schoolchildren. Fiction helps, but it has its biases and gaps. 

And then, of course, there was the 1967 British film To Sir, with Love, in which Sir is used as if it is the name of the teacher played by Sidney Poitier. Is it a term of address there, or referential?  Well, the title always seemed weird to me—certainly not a way I'd address a package. This Sir seems halfway between address and reference. We could label packages with the second-person pronouns that we usually used to address people, i.e., "To you", but we tend to use the third person: "To David". Rather than addressing the recipient, it seems to be announcing the recipient. 

This past academic year, for the first time, I was addressed as Miss a fair amount (no name, just Miss). This came from a new student who apparently was carrying over school habits to university, and so my colleagues were all Miss as well. I thought often about saying something about it to the student, but I also thought: I know what they mean, so why bother? I get to correct people enough in my job, I don't have to take every opportunity to do so and certainly don't need to make a big deal out of what I'm called. (Just don't call me late for dinner.) One picks one's pedantic battles. It's not a million miles from how I feel about my students calling a lecture or seminar a lesson, which I've written about back here.

If you're interested, here's more I've written on:
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UK-to-US Word of the Year 2021: university

The annual preamble  (you can make that rhyme if you try hard enough)

Each year since 2006, this blog has designated Transatlantic Words of the Year (WotY). The twist is that I choose the most 'of the year' borrowings from US-to-UK and from UK-to-US. 

This year's WotY posts are a bit later than usual. Had I had strong ideas about which words to crown, I might have written the posts during my Christmas (BrE) holiday/(AmE) vacation, but I didn't, so I thought I'd wait till I was on the plane back home on New Year's Day. Except that I didn't get on a plane on New Year's Day, and the travel woes got more and more complicated after that. A few days' recovery was needed. So I'm taking the opportunity to announce my Words of the Year on the Zoom programme/show That Word Chat on 11 January, and this post will post at that time.

During the 2020 WotY season, I was very interested in the variability of the language for our universal experiences of the early pandemic. Isolation, lockdown, and quarantine were Words of the Year from different English-speaking nations, but generally referred to the same thing. (In the latest issue of the journal Dictionaries, which I am hono(u)red to edit, Wendalyn Nichols and Lewis Lawyer tell the tale of how the WotY process led Cambridge Dictionary to record new senses for quarantine.)  By the end of the year, there was hope of a vaccine, a word that ended up being or inspiring several dictionaries' 2021 Words of the Year. But BrE jab had already poked its head into the US in December 2020,  thanks to Oxford-Astra Zeneca's early vaccine successes, so it was my 2020 WotY. Since then the transatlantic vocabulary traffic has seemed rather calm. With all of us glued to our computers and our streaming services, you'd think that words would be happily travel(l)ing while we stayed (at) home. But no. It was really difficult to find clear candidates for the 2021 SbaCL WotYs. 

Eligibility criteria:

  • Good candidates for SbaCL WotY are expressions that have lived a good life on one side of the Atlantic but for some reason have made a splash on the other side of the Atlantic this year. 
  • Words coined this year are not really in the running. If they moved from one place to another that quickly, then it's hard to say that they're really "Americanisms" or "Britishisms". They're probably just "internetisms". The one situation in which I could see a newly minted word working as a transatlantic WotY would be if the word/expression referenced something very American/British but was nevertheless taken on in the other country.
  • When I say word of the year, I more technically mean lexical item of the year, which is to say, there can be spaces in nominations. Past space-ful WotYs have included gap year, Black Friday, and go missing.
And as we shall see this year, I'm even willing to go sublexical. So without further ado...

 

The UK-to-US Word of the Year: university (= AmE college)

Now, of course, the word university is general English and has been in use in the US for a very long time. (The University of Pennsylvania has been so called since 1779.) So rather than talking about the importation of a word, we're talking about AmE adopting a BrE sense/usage for a word form it had already. (We've certainly had WotYs like that before, including jab, ginger, and bump.)

What's changed is that US people are talking about their higher education place/experience as university more than they used to. Back in my day (I hope you read that with a suitably wavering voice), we always called it college, no matter whether the institution had college or university or institute or maybe something else in its name. And, of course, that's what Americans mostly still do.

But some Americans seem to be saying university in some of those contexts, particularly after the preposition in. The News on the Web (NOW) corpus has three US examples of in university for 2011 (from just two sources), but over 20 for 2021. The turning point seems to have been 2019, but 2021 showed us it wasn't going anywhere. Here's a poorly formatted sample (I'll try to fix it later): 

21-12-01 US

Houston Chronicle

  focused on earning money and started his journey during his academic years in university .

21-11-03 US

Human Rights Watch

  community support officer also showed him the process of enrolling in university

21-11-02 US

techcrunch.com

for-profit educational products aimed at students not yet in university .

21-10-18 US

Yahoo

  was founded by Neo Zhizhong and Alicia Cheong, who met while they were in university .

21-09-16 US

polygon.com

in-game inspiration combined with his background studying English literature in university .

21-08-29 US

syfy.com

. The tale centers around two former friends who knew each other in university .

21-07-30 US

Forbes

none of the knowledge I needed was taught in university .

21-07-14 US

newyorker.com

  West Berlin fell on November 9, 1989, when Erpenbeck was twenty-two and in university .

21-06-25 US

InfoQ

  guy now, I've learned more outside of university than I ever did in university .

21-06-13 US

VentureBeat

  , I'd heard the word " Hittite " before. I studied history in university .

21-05-25 US

soompi.com

  divorce, both of them travel back in time to when they first met in university .

21-04-30 US

Forbes

  get the whole preamble, I started in this sort of Blockchain space back in university .

21-03-28 US

East Tennessean

  and clubs are a great resource for people who are struggling with their faith in university .

21-03-20 US

Yahoo

  And so I was encouraged to cook more. I cooked for my friends in university .

 

But in BrE, it would be at university in most of those contexts:

GloWbE corpus GB section: At university 707, in university 55


Rather than borrowing the BrE expression at university, AmE is using that BrE sense of university in the same prepositional contexts as AmE uses college:

In GloWbE corpus US, 'in college' outnumbers 'at college' 1195:113.
One does find some relevant examples of at university in AmE, but there something interesting is happening. Note the capitali{s/z}ation in this tweet:


 

Forbes magazine has a couple of 2020 uses, both by non-Americans about non-American subjects—but what's interesting is the American-seeming capitalization—probably not how the BrE/AusE-speaker authors would have written it.  

Her father also passed away from testicular cancer during her second year at University
There seems to have been some sense in 2020 that University was in some way an abbreviated name or title of the place. I was trained in AmE to capitali{s/z}e the 'u' when referring to a particular institution as an institution, but in those cases (in AmE) it was always preceded by the. For example, my employment contract would be between me and the University. But in the more BrE-like usage, it's not preceded by a the and so Americans don't quite know what to do with it. In AmE, you would study at the University of Pennsylvania, but when you do so you're in college. We're not quite ready for at university, even though we're happy with at school.

[See this old post for discussion of the different meanings/uses of school, college and university in the two countries, which will cover at least half of the things that you might be itching to mention right now.]

As well as familiarity with BrE university, I wonder if part of the motivation for this change-in-progress is a new division of labo(u)r between community colleges and universities. When I went (BrE-from-AusE) to uni, it was usual to apply to a four-year college/university and go for four years (or so). But changes to the costs of higher education have led many Americans to take their first year or two at a community college (see that old post again) and transferring their credits to a bachelor-degree-granting institution after taking their (AmE) general education courses at a cheaper, more local place. Maybe the distinction between a place where you get some tertiary-level credits and where you can get a bachelor's degree seems more relevant now. This is just supposition, but it could be investigated...

This WotY was inspired by Ben Yagoda's posts on his Not One-Off Britishisms blog and his tweets on the topic. As well as noticing preposition+university, he's also been tracking university students, as a synonym for college students in AmE.  I don't want to repeat all his good work, so please see his posts on related topics here. When I asked him yesterday what he'd pick if this were his WotY decision, he chose university. Luckily, I'd already started writing this post! 


Thanks to Ben for all his great, year-round Britishism-in-America tracking, to Mark Allen at That Word Chat for letting me announce my WotYs at his (orig. AmE) shindig, and thank you for reading!  To read part 2 (UK>US) click here.


 

 

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leave

I have left my leave. In the spring of 2020 I was on university-funded leave. Then I took unpaid leave to go be an NEH Public Scholar for six months. Now I'm returning to my university job six weeks early so that someone else can go on sick leave. (Then I'll go back on unpaid leave in April and finish off the NEH grant.) That leaves me thinking about leave, and how Americans sometimes ask me to explain some BrE uses of it. 

Leave, a noun meaning 'time off from work/service' is general English, but it's used for more kinds of time off in BrE than in AmE. The leave in all of these expressions is not "I'm leaving! Bye-bye!", but that you have been given leave (permission) to go. And so...

Leave of absence is used in both places, but more in North America—and I am guessing that's because using leave on its own is less clear to those who use it less:

To be on leave is general English. The OED says that Americans can also be on a leave, but the corpus data I can find shows that as being more common in Canada than in the US. (On a leave of absence is much more common than on a leave on its own.)

In employment   

Several modifications of ___ leave seem to be used in both countries:

  • paid/unpaid leave
  • sick/medical leave
  • maternity/parental/paternity leave

...though you find all the parental leave expressions above, plus adoption leave much more in the UK because there's just much more of it to be had over here. Maternity leave also pops up as mat leave (and in Canada too) because familiarity breeds abbreviation.

Some BrE kinds of leave that aren't expressed that way in AmE are:

  • annual leave: one's annual (BrE) holiday / (AmE) vacation allowance. It's not uncommon in the UK to get out-of-office email messages that say "I'm on annual leave until [date] and will not be checking my email during this time".  
  • compassionate leave [thanks for reminding me, Biochemist]: time off to deal with some personal crisis, often a bereavement (bereavement leave also shows up in the corpus) or a family illness.
  • research leave: what those in US universities call sabbatical. (Sometimes in the UK, one runs across sabbatical leave.)
  • study leave: time off to do some training or education. I don't know of a US equivalent for this. Is there one?
  • garden(ing) leave: a euphemistic way of talking about some kind of paid suspension of work, often to keep someone out of trouble before they exit a job. This has come up before in this old post and was also an item in one of my Untranslatable Octobers.

Some or many of them might come from the military (see below) via the civil service. 

Some of kinds of leave in the UK might be threatened by post-Brexit degradation of working conditions. (Maternity leave looks ok for the time being, but holiday/vacation pay is a worry. See here.)  

The only ___ leave I can find that is used more in AmE than in BrE is administrative leave. In the news, it's what you see happening to police who shoot people while the shooting is being investigated.  American police do a whole lot more shooting people than (the mostly un-firearmed) British police. It's also used for other kinds of "we can't fire you yet" or "we don't want to fire you, but we need to look like we're doing something". In one British article (about doping in competitive cycling), administrative leave is followed by "sometimes called garden leave". While garden leave might hint at an impropriety, the hint is not as strong as it is for administrative leave. (E.g. some examples of garden leave seem to be about preventing employees from having access to company secrets before they move to another company.)

 In military service

Shore leave is general (military) English. I'd presume most of the military leaves are common to both. Furlough (my 2020 US>UK Word of the Year) is another military term for leave, with more meanings in AmE than BrE.

The military term absent without leave goes back to the 17th century, but the OED also marks it as "U.S. Military" in two senses: the offen{c/s}e of being absent without permission, and a person who is absent without permission. The acronym AWOL is originally AmE in all its senses.

 In immigration

As well as getting permission to go, you can get permission to stay. A BrE phrase every UK immigrant knows well is leave to remain. That is, permission to stay in the country. BrE indefinite leave to remain is equivalent to the AmE green card or general English permanent residence. Leave to remain can also be  temporary or limited (which are not the same thing), and discretionary, which is used in extraordinary circumstances (as for asylum seekers).

Not that kind of leave

And as long as I'm talking about noun uses of leave, take leave of (someone) is general (maybe a bit old-fashioned?) English, but take leave of one's senses ('stop thinking normally') seems rather BrE:


 

What have I forgotten? Let us know in the comments:

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alumni

Last month Linguist Laura wrote a blog post congratulating the students who were graduating from her program(me). She discusses graduate, then moves on to alumni, excerpted below. I've highlighting the bit that was news to me.


When the graduands morph into graduates, they also become alumni, another Latin word. It's plural, in that form, and pedants will have know[n] that the singular is alumnus or alumna, depending on whether you're male or female. Again, this is a bit annoying for English speakers who don't really bother that much with gender other than pronouns, [...]

Normal procedure when removing gender distinction is to go with the male for everyone: actors and actresses become actors, lady doctors become doctors, and so on. With alumni, we're taking to using the plural form for everyone. You're an alumni once you graduate. This ever so slightly grates on me but I am a good linguist and a descriptivist and do not go around correcting people. I don't know why we use the plural. We're familiar with this in words like cactus/cacti so we might have used alumnus as the singular; we just didn't. Perhaps it's because we use alumni in the plural way more often than the singular and, as it's not that common a word, that's the one that stuck.
I am not sure who the we is here. Laura's department? English speakers? It seems to me it's British English speakers, as in my experience Americans haven't adopted the plural as a singular.

First, Americans use the gendered singulars. I looked for an alumn* of in the Corpus of Global Web-Based English (GloWBE) in order to get only singular instances:

(I checked the one that says alumni* and it's by a graduate of The Open University [UK] who uses the word maths, so I have mentally flipped it into the GB column.)

In AmE singular alumni amounts to about 9% of the total, but in BrE it's about 22% (and in Canadian English, it's 35%). Note the lack of alumna in BrE.

When Americans want to avoid the gendered Latin terms, we often hack off the Latin suffix. I am an alum of the University of Massachusetts. I am friends with many of my fellow alums.

The word looks odd and is hard to pronounce if you don't know that it's a clipped form. It is not a homophone with the astringent chemical alum. The chemical is A-lum, the graduate is a-LUM, following the stress pattern of the suffixed form. I've also seen it spel{led/t} alumn and I kind of like that better. (There are 6 instances of alumn in GloWBE, 5 American and one that is classifed as GB, but when you look it's from an organi{s/z}ation in New York. None of these is in the phrase an alumn of, so they aren't included the numbers below.)

An alum of gets 10 hits in the US and 2 in GB (all legitimate; plus one Canadian hit, for those keeping track). If we add these to the numbers in the chart above, we get the following proportions:

a ___ of AmE BrE
gendered singular alumna/us 81% 75%
plural-form singular
alumni
8% 21%
clipped singular
alum
11% 4%
total number 88 52


Now, if you worked at a college/university in the US, I am quite sure that you would hear alum much more than you'd hear singular alumni. I had a quick look in the Corpus of Contemporary American English, which showed twice as many an alum of as an alumni of (though the numbers were small--21 in total).

So, a few points of unseemly defensiveness after all this:
  • Americans are able to and do use the Latin gendered suffixes. I mention this because there seems to be some belief that the British know Latin better than Americans do.  One of the interviewees in Jones's book on English expats in the US says she felt "she got to win a lot of arguments" because Americans assume “I [have] this great level of culture [and speak] and read fluent Latin” though of course she didn't. Similarly, I've had it said to me that Americans make barbarous "false" Latin words because we aren't close enough to the language. An British commentator on early American accents wrote that "Americans do not, however, speak or pronounce English according to our standard; [...] probably from a want of any intimate knowledge of Greek or Latin." I can't see much evidence for thinking the contemporary British folk have some access to Latin that contemporary Americans don't. Latin comes and goes in both American and British schools. Yes, the fancy public (i.e. private) schools of Britain do tend to offer Latin, but so did my run-of-the-mill American high school. Very few schools anywhere require it (or even offer it) any more--though apparently it's popular with American home-schoolers.
  • If you see Latin plurals masquerading as singulars, it's not a case of "American political correctness" coming over and "ruining" the language. The British are very capable of being sensitive to gender discrimination and changing the language themselves.  
The other thing to notice is that Americans use these words more. In fact, Americans have a great head start on using them. This is not necessarily a bragging point. The reason Americans needed these words earlier is that American universities have long depended on their graduates' generosity.

That was not an issue for British universities, which until recently were funded mainly through government grants. While I've lived in the UK, I've seen tuition fees go from 0 to over £9000 per year. And it was only once the government stopped directly funding university teaching that universities needed to step up relations with their graduates in the hope of getting donations and bequests. That's when my university got an Alumni Relations Office, something any American university would have had decades earlier.

Americans, I would say, have a keener sense of alumnihood. They have stickers identifying their alma mater in the back windows of their cars. The phrase alma mater is about four times more common in AmE than BrE (in GloWBE). They go to homecoming. They follow their institution's sports teams for the rest of their lives. (The need to keep alumni involved is a big reason for American universities having so much sporty activity.) They might even know their college's/university's song. That's in general, of course. I can't say I do any of those things. But I know many more Americans than Britons who do. 
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grammar is not the enemy

I'm saddened these days by a lot of things going on in the UK, particularly regarding the current government's treatment of education and healthcare. But, you know, I'm not a Conservative or even a conservative, so it's not surprising I'm not too happy with them. What's moving me to write today is the sadness I feel about aspects of the reaction to what's happening in education.
Spot Lynne's (BrE) barnet in the picture

A bit of background: the Tory  (BrE) government/(AmE) administration has made and continues to make many changes to schools and education in England. (The other countries of the UK can do their own thing—and as far as I can tell, they're being more sensible.) The changes include a lot more testing of spelling, punctuation and grammar (SPAG) with more specific and more daunting requirements on grammar at earlier ages. To give a comparison, the National Curriculum for Key Stages 1 and 2 (ages 4-11) mentions grammar (or grammatical) 35 times in 2015, compared with 6 times in 2010.

SPAG testing is just one aspect of sweeping changes to education in England under Secretaries of State for Education Michael Gove (2010-2014) and Nicky Morgan (2014-present), but it is an aspect that has been the focus of much attention and anger.

Our family took part today in the Let Our Kids Be Kids school strike protesting against the year-2 SATs* tests, because we do believe that the current policies are making a mockery of education by focusing on standardi{s/z}ed testing, particularly at (BrE) infant-school level. There is no evidence basis for any of the changes that are being made to education—in fact, all the education research I've seen says that formal education shouldn't start till age 7, that homework doesn't belong in primary years, that academi{s/z}ation does not necessarily help ailing schools (and that it's likely to kill rural primaries), and so on and so forth.

But what worries me sometimes in the rhetoric of the anti-testing movement is anti-grammar sentiments—separate from the anti-testing or anti-early-schooling sentiments. I've seen a lot of "down with grammar!" messages, often alongside "learning should be fun!" The implicit—and sometimes made explicit—message is that grammar takes the joy out of language. Fun and joy, as far as I'm concerned, are more about teaching than about subject matter. I want to take a moment to say "up with grammar!"  

To borrow an analogy from a friend, not wanting your child to learn about grammar [by which I mean: describing how sentences and words are structured] is like not wanting your child to learn about molecules and atoms. Yes, you can happily interact with matter without knowing that it is made up of elements, which are made up of atoms, and that those can combine with others to make all sorts of wonderful things. Not being able to explain the chemistry and physics involved will not stop you from making or enjoying a milkshake. But do you really not want to have a clue that there is more to the world than meets the eye? I've found it very useful to know what I learned at school about matter—even though I grew up and had to discover that there might not be any such thing as electrons. All the same, having a basic knowledge of a model of how matter works makes it easier for me to understand the science I hear about in the news. It helps me understand a little bit better when I read about new medical treatments. It also points out to me how little I know, and makes me a bit more curious about the things I don't know. It helped me learn about the scientific method and encouraged me to wonder at the scales of the universe.

Learning about how language works is like that. Learning about it can lead you to appreciate it more and to be less prejudiced about it, and if you go further with it, you might be able do a lot of things with that knowledge. Speech and language therapists can use it. Teachers can use it. Editors can use it. Cognitive psychologists can use it. Computer programmers and software designers can use it. Having a theory of what language is and how it works — what sentence is, what a word is — has lots of applications and can open up all sorts of other areas for investigation.

As Bas Aarts (of University College London's Survey of English Usage) explains in his response to being a scapegoat for anti-grammarism, any grammatical exercise is a test of a particular model of the grammar of the language. At university level, our students compare models. But we don't present more than one at school level, generally—not for language, not for physics, not (generally) for evolution. A problem in grammar teaching/learning sometimes is that several different models are available and no one's pointed that out, and so concepts from one are mixed up with concepts from another and things stop making sense.

What can you do by learning a single model of a grammar in school? Well, you can have conversations about your language, about other languages, about your writing, about whatever you're reading. Students' lack of metalanguage for talking about language and writing is something I've complained about elsewhere.

Does that need to happen in the early years of school? No. And it doesn't need to be tested in pressure-filled rote ways. But if you are not confident in your (or your school staff's) knowledge of grammar and you don't have the resources (including TIME) to get that knowledge and confidence up, then teaching-to-a-test is what ends up happening.

As I've written about before, grammar teaching has never been very strong in the UK. I don't want to repeat everything I wrote at that blog post (relying a lot on Dick Hudson and John Walmsley's research), so I do recommend clicking on that link. This has left us with a situation where everyone involved in the discussion has different half-developed ideas of what grammar means and which models are relevant. And in that situation, it's really easy to see why people are anti-grammar. Grammar in that case seems like hocus-pocus that's used as a means to keep some kids back. That may be the meaning of the SATs test, but it's not the meaning of grammar.

The only grammar/language teaching to trainee teachers at my UK university was for those who were upgrading themselves from classroom assistant to teacher. (And that programme has since been cancel[l]ed.) It was just assumed that people who had studied literature and had university degrees would be able to teach what an adverb is, should the curriculum ask for grammar. And perhaps back in the day when many of our teachers were trained, there was no inkling of an idea that grammar would be taught at primary level. (Foreign language was made compulsory at primary level in 2010. Many current teachers would not have started their careers with that in mind either.)

In the US, the nature of grammar teaching will vary more as there is more state-by-state variation in curricula. (There is now a national 'Common Core' that is like the UK National Curriculum—but it specifies much less than the National Curriciulum does and the statements about grammar are more about "using standard grammar" than analy{s/z}ing sentences [link is PDF].)  I've just checked the website of the Texan university where I last taught in the US (in 1999) and Modern English Grammar is still on the requirements for a Bachelor of Science in Education (English) for middle-school (AmE) grades upward—though now they're allowing people to substitute Introduction to Linguistics for it. (I used to teach both of those—and loved them.) In the US university-level grammar (not linguistics, but grammar) textbooks are big business. In the UK, I've not found a real equivalent to the grammar textbooks we taught with in the US. Again, my older post on grammar teaching covers other aspects of this.

My dream would be for kids to be able to learn about language by using observation, experimentation, discovery, categorization. All that good stuff. Learning how to think, not what to think. The ultimate transferable skill. And while many are working hard to make sure schools have access to the training and confidence to incorporate more linguistic discovery into their work, it seems like an impossible ask at a time when teachers are under an incredible amount of pressure from a government that likes to serve its educational reform with budget cuts.

Another good way to learn about grammar is by learning a language other than your own. Our experience teaching linguistics at university level is the exchange students can out-grammar all our UK-educated home students, because they've had to do metalinguistic thinking—thinking about languages—before. You don't need to learn the language by learning grammar—but being faced with the fact that your language does things differently from others gives insight into what grammar is.


In the meantime, here's a video of the strike rally that we attended today, from the Channel 4 news. The reporter is trying to be clever (I eventually figured out) by naming grammatical constructions he's about to say.  It's fair to say, he didn't study much grammar either. (Best bit: when causal connective turns into casual connective. I'm thinking like could be added to the grammar tests as a casual connective.)





But even though I'm slightly taking the mickey out of that reporter, I do think it's not really fair when people pick on grown-ups' inability to answer the test questions. If schools only taught facts and theories that you'd remember as an adult, schooling would be very short indeed. What's important is not whether decades-later-me can explain what an electron is or what the French and Indian War was about or how to tell a preposition from a subordinating construction (ok, maybe I need that one for my job). What's important is
  • the thinking skills I honed when learning those things
  • the communication skills I developed in tasks related to those things
  • the knowledge that any part of the world can be analy{s/z}ed in interesting ways
  • the echo of those things in my mind, reminding me that things do have names and explanations and I could go look them up if I wanted to


P.S. Lots of other linguists and educationists and other interested people have written a lot of other things about this, but I couldn't take the time to link to them all. Feel free to suggest further reading in the comments!

* The SAT (Scholastic Aptitude Test) in the US is for (AmE) college/(BrE) university admissions. Lazily quoting Wikipedia, no one really knows what it stands for in England, as it's variously referred to as: "Statutory Assessment Tests, Standard Attainment Tests, Standardised Achievement Tests and Standard Assessment Tests".
The linguistic note here is that in the UK, it's pronounced as a word: Sats. In the US, the SAT is always S-A-T.
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AmE = American English
BrE = British English
OED = Oxford English Dictionary (online)