The Impact of African Languages on American English Lesson Plan
By Claudia Matherly Stolz, Ph.D.

Overview

Dr. Joseph E. Holloway’s essay, "The Impact of African Languages on American English," clearly demonstrates that language is not static; it is ever changing and growing. For example, 100 years from now, people may puzzle over the expression "I dig it, man." Teachers may even assign their students to research the origin of the word "dig." Language, like people, is affected by outside influences, such as the migration of people to a new country, as was the case with the involuntary migration of Africans to the New World in the 17th and 18th centuries.

Students probably haven’t given much thought to the idea that the American English in the early days of America did not sound as it does today. There are words seldom used now that were in common usage then, and there are words we use that would puzzle a colonist in centuries past, words that have changed in meaning and new words that have entered the language through assimilation. The essay can be used to excite students about language and to stimulate them to investigate what it can reveal about a nation’s history. Students should leave the unit with an understanding that America, as reflected in our language, is a nation whose people wear different faces and at one point in time spoke different languages; yet, we all comprise the essence of America, a shared language to which all contributed.

Curriculum Standards

For a list of standards that this unit addresses, click here.

Time required

Two class days.

Materials Needed

• Essay, "The Impact of African Languages on American English"
• Access to the Internet
• CD ROM or tape of Canterbury Tales

Anticipatory Set

1. Either bring students a tape or CD of Chaucer’s Canterbury Tales read in Middle English or have the students visit http://geoffreychaucer.org/language. Ask students to scroll to the Chaucer MetaPage Audio Files to listen. Tell students that this is English and ask them why they can’t understand it. Refer students to the web site http://icg.harvard.edu/~chaucer/language.html, which, like Holloway’s article, explains influence of migration patterns and dialect. You can also refer advanced students to "The Great Vowel Shift" at http://icg.harvard.edu/~chaucer/vowels. This investigation will help students to understand how language changes over time and is affected by migration.



2. Have students explain the following line from Robert Frost’s 20th century poem "Home Burial:" "I must be wonted to it--that’s the reason" (line 22), which students can find at online at: http://www.poets.org/poems/poems.cfm?prmID=1680. You should recommend that students refer to the OED for their research. This exercise will help the students to understand how language changes.

Procedures

1. Have the students answer the question: "What is the origin of the word "crap," which is frequently used in American English? They will probably enjoy the following site: http://www.theplumber.com/crapper.html.



2. Ask students to choose two words from the essay glossary and research them. In addition to using the definition given, have students define the words by using two library resources (only one can be an Internet resource). Ask students to explain how they have heard the words used in conversation, in music, and/or in film.



3. Have students choose one word from one of the following languages: Spanish, Japanese, Chinese, Hebrew, any of the Native American dialects, or Arabic. Instruct them to research the word’s origin and explain probable reasons it may have been assimilated into American English.



4. Have the students explain how American English can be studied to learn about migratory patterns.



5. Assign students to give an oral presentation of their words, complete with a map showing the migration and evolution of the language.

Assessment

Assess students based on their participation in class discussion, oral presentations and the quality of the maps they produce.