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Relevant bibliographies by topics / English language – Orthography and spelling – History

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Academic literature on the topic 'English language – Orthography and spelling – History'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "English language – Orthography and spelling – History"

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Joseph Ottenheimer, Harriet. "Spelling Shinzwani." Written Language and Literacy 4, no. 1 (March 19, 2001): 15–29. http://dx.doi.org/10.1075/wll.4.1.03jos.

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This paper surveys the history of dictionary construction and orthographic choice in the Comoros — a former French colony in the Indian Ocean — with special reference to issues of literacy, identity, and politics. Evidence ranging from 16th century wordlists to contemporary bilingual/bidirectional dictionaries, as well as colonial, missionary, and scholarly approaches to lexicography and orthography in the Comoros, are examined and compared. While Arabic-influenced writing systems have a long history in the Comoros, the experiences of colonialism and independence in the 20th century introduced French- and phonemically-influenced systems. As the Comoros move into the 21st century, linguists and ethnographers are attempting to assist with questions of standardization, literacy, and dictionary construction. The situation remains fluid, with considerations of tradition, modernity, nationalism, and representation to be taken into account. This paper seeks to address the complex interrelationships between orthographic choice and ethnic identity in the Comoros, with special reference to the development of the first bilingual/bidirectional Shinzwani-English dictionary.

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Wełna, Jerzy. "On early pseudo-learned orthographic forms: A contribution to the history of English spelling and pronunciation." Studia Anglica Posnaniensia 46, no. 4 (January 1, 2011): 25–39. http://dx.doi.org/10.2478/v10121-010-0010-9.

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On early pseudo-learned orthographic forms: A contribution to the history of English spelling and pronunciation The history of English contains numerous examples of "improved" spellings. English scribes frequently modified spelling to make English words and some popular borrowings look like words of Latin or Greek origin. The typical examples are Eng. island, containing mute <s> taken from Lat. insula or Eng. anchor ‘mooring device’ (< Fr. ancre), with non-etymological <h>. Although such "reformed spellings" became particularly fashionable during the Renaissance, when the influence of the classical languages was at its peak, "classicised" spellings are also found earlier, e.g. in texts from the 14th century. In the present contribution which concentrates on identifying such earliest influences on spellings in Middle English attention is focussed on the regional distribution of reformed spellings, with a sociolinguistic focus on the type of the text. The data for the study come from standard sources like the Middle English Dictionary (2001) and Oxford English Dictionary (2009).

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Sairio, Anni, Samuli Kaislaniemi, Anna Merikallio, and Terttu Nevalainen. "Charting orthographical reliability in a corpus of English historical letters." ICAME Journal 42, no. 1 (March 1, 2018): 79–96. http://dx.doi.org/10.1515/icame-2018-0005.

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Abstract Research into orthography in the history of English is not a simple venture. The history of English spelling is primarily based on printed texts, which fail to capture the range of variation inherent in the language; many manuscript phenomena are simply not found in printed texts. Manuscript-based corpora would be the ideal research data, but as this is resource-intensive, linguists use editions that have been produced by non-linguists. Many editions claim to retain original spellings, but in practice text is always normalized at the graph level and possibly more so. This does not preclude using such a corpus for orthographical research, but there has been no systematic way to determine the philological reliability of an edited text. In this paper we present a typological methodology we are developing for the evaluation of orthographical quality of edition-based corpora, with the aim of making the best use of bad data in the context of editions and manuscript practices. As a case study, we apply this methodology to the Early Modern and Late Modern English sections of the Corpus of Early English Correspondence.

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Zaretsky, Elena, Jelena Kuvac Kraljevic, Cynthia Core, and Mirjana Lencek. "Literacy predictors and early reading and spelling skills as a factor of orthography." Written Language and Literacy 12, no. 1 (August 18, 2009): 52–81. http://dx.doi.org/10.1075/wll.12.1.03zar.

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The majority view of reading development maintains the importance of specific cognitive and linguistic abilities, e.g. phonological awareness (PA) and vocabulary and verbal working memory (VWM). Another factor in attaining literacy may be the language of exposure, e.g. whether it has a transparent or a deep orthography. This study examines the interaction between known predictors for literacy development and the orthography. It focuses on early levels of literacy (decoding and spelling) amongst children with typical language development. English-speaking (deep orthography) and Croatian-speaking (transparent orthography) kindergarteners were assessed on measures of vocabulary, PA, functions of verbal working memory, and early literacy skills at the beginning of the kindergarten year. The results indicate that a transparent orthography (Croatian) increases early decoding and encoding skills and they show expected correlations between PA, vocabulary, and early literacy abilities. English speakers did not show these correlations at the onset of the kindergarten year. We postulate that the nature of the deep orthography requires some instructional time for English-speaking children before PA and vocabulary will show predictive validity for reading acquisition.

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Villa, Laura, and Rik Vosters. "Language ideological debates over orthography in European linguistic history." Written Language and Literacy 18, no. 2 (August 31, 2015): 201–7. http://dx.doi.org/10.1075/wll.18.2.01vil.

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This introductory article to the special issue on the historical sociolinguistics of spelling sketches an overview of the current interest in the field for the sociopolitical nature of the written language. Spelling is understood as a powerful tool for sociopolitical mobilization and thus becomes a recurrent source of conflict. Orthographic debates are the object of study chosen by the authors in this special issue to analyze the non-linguistic dimension of language matters. Approaching them as language ideological debates allows us to carry out a deeper examination of the political projects, social structures, identity issues and cultural practices that are at stake when an orthographic conflict emerges. Adopting such theoretical approach to the study of spelling, the editors of this volume have gathered works that look at the past and present of a number of European languages (Dutch, German, Lithuanian, Macedonian, Portuguese and Spanish) since the Early Modern period until recent times.

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Jiang, Xiangying. "Lower-Level Processing Skills in English-as-a-Second-Language Reading Comprehension: Possible Influence of First Language Orthography." Studies in English Language Teaching 5, no. 3 (July 1, 2017): 448. http://dx.doi.org/10.22158/selt.v5n3p448.

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<em>Cross-linguistic studies on second language (L2) reading reveal that component skills of reading such as word recognition, phonemic decoding, spelling, and oral text reading are prone to the influence of first language (L1) orthography but few empirical studies have examined the possible influence of L1 orthography on these skills. This study investigates how adult ESL learners of two different L1 backgrounds (Spanish and Chinese) compare in their performances on word recognition efficiency, phonemic decoding efficiency, spelling, and oral text reading fluency and how these skills are related to their overall ability in reading comprehension. The differences in the learners’ performances on the component skills and the variations in the role of these skills in ESL reading comprehension indicated possible influence of the orthographic features of learners’ first language.</em>

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Marquilhas, Rita. "The Portuguese Language Spelling Accord." Written Language and Literacy 18, no. 2 (August 31, 2015): 275–86. http://dx.doi.org/10.1075/wll.18.2.06mar.

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The process of adopting an official orthography for the Portuguese language was completed very late in history, only in the twentieth century, and it was independently triggered by the Brazilian Letters Academy (in 1907) and the Portuguese sciences academy (in 1911). The diplomatic negotiations between the nations involved were countless ones along the following decades, and also included, in due time, other former Portuguese colonies. Since 2006, all countries are gradually ratifying a unified orthography decided in 1990, but the process is much debated in the public space. The root of the disagreement has to do with the fact that both the Portuguese and the Brazilian sets of graphematic norms, although aiming at phonological segments, include transcription rules for variant matter: different phonetic realizations that are triggered by phonological processes.

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Arab-Moghaddam, Narges, and Monique Senechal. "Orthographic and phonological processing skills in reading and spelling in Persian/English bilinguals." International Journal of Behavioral Development 25, no. 2 (March 2001): 140–47. http://dx.doi.org/10.1080/01650250042000320.

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The concurrent development of reading and spelling in English and Persian were examined in a sample of bilingual children. The objective was to compare how phonological and orthographic processing skills contribute to reading and spelling for two alphabetic languages that differ drastically. English orthography is characterised by both polyphony (i.e., a grapheme representing more than one phoneme) and polygraphy (i.e., a phoneme represented by more than one grapheme) which results in a complex script to read and write. In contrast, vowelised-Persian orthography is characterised by polygraphy only, which results in a simple script to read but more complex to write. Fifty-five Iranian children in grades 2 and 3, who had lived in English-speaking Canada for an average of 4 years, were tested on word reading and spelling in English and Persian. We found that the predictors of reading performance were similar across languages: Phonological and orthographic processing skills each predicted unique variance in word reading in English and in Persian once we had controlled for grade level, vocabulary, and reading experience. As expected, the predictors of spelling performance differed across language: Spelling in English was predicted similarly by phonological and orthographic processing skills, whereas spelling in Persian was predicted by orthographic processing skills only. It is possible that the nature of the Persian orthography encourages children to adopt different strategies when reading and spelling words. Spelling Persian words might be particularly conducive to using an analytic strategy which, in turn, promotes the development of and reliance on orthographic skills.

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Borgwaldt, Susanne R., Frauke M. Hellwig, and Annette M. B. de Groot. "Word-initial entropy in five languages." Written Language and Literacy 7, no. 2 (March 22, 2005): 165–84. http://dx.doi.org/10.1075/wll.7.2.03bor.

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Alphabetic orthographies show more or less ambiguous relations between spelling and sound patterns. In transparent orthographies, like Italian, the pronunciation can be predicted from the spelling and vice versa. Opaque orthographies, like English, often display unpredictable spelling–sound correspondences. In this paper we present a computational analysis of word-initial bi-directional spelling–sound correspondences for Dutch, English, French, German, and Hungarian, stated in entropy values for various grain sizes. This allows us to position the five languages on the continuum from opaque to transparent orthographies, both in spelling-to-sound and sound-to-spelling directions. The analysis is based on metrics derived from information theory, and therefore independent of any specific theory of visual word recognition as well as of any specific theoretical approach of orthography.

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Richardson, Kay. "Spelling-gate." Journal of Language and Politics 17, no. 6 (December 14, 2018): 812–30. http://dx.doi.org/10.1075/jlp.17072.ric.

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Abstract Back in 2009, the Labour British Prime Minister Gordon Brown was attacked for “bad spelling” in a condolence letter written personally by him to the mother of a soldier who died in combat, and publicised by The Sun newspaper. “Spelling” here acts as a leveller of hierarchical differences in the national political culture, with ruler and subject both publicly disciplined by the same standard language ideology. Previous research on orthography as social practice has tended to focus on deliberate manipulation of fixed spellings; this article extends the approach to unconventional spellings that have come about ‘by mistake’, and also widens it, to consider aspects of orthography other than spelling, focusing on the look of the Prime Minister’s handwriting. At issue, semiotically, are meanings such as ‘the personal touch’ and ‘respect’.

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Dissertations / Theses on the topic "English language – Orthography and spelling – History"

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Guay, Thérèse. "L'adaptation orthographique des anglicismes lexématiques au Québec, perspective historique." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ49098.pdf.

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Stacy, Catherine Ann. "Applying mixed-effects receiver operating characteristic (ROC) curve analysis to diagnostic evaluations of human learning." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3035981.

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Jones, Angela C. "Why do we mipsell the middle of words? Exploring the role of orthographic texture in the serial position effect." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1246891489.

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Thesis (Ph.D.)--Kent State University, 2009.
Title from PDF t.p. (viewed Jan. 26, 2010). Advisor: Jocelyn R. Folk. Keywords: spelling; orthography; serial position. Includes bibliographical references (p. 53-60)

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James, Casie Dawn. "Strategic spelling instruction." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2993.

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The study proposes an alternative way for elementary school educators to instruct students in spelling. It suggests that spelling instruction should allow ample time for students to manipulate letters and patterns in their spelling words and provide time for writing. It also offers a two-week lesson plan of spelling instruction backed by research. The study was conducted using a mixed design with a predominantly Hispanic 6th grade class at a Title I school, with 60% of the students classified as English Language Learners. The study design consisted of observations of the students manipulating the spelling words, anecdotal notes taken while observing the students, and the collection of writing samples across time. Data was collected by four formal language arts tests and bimonthly spelling assessments.

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Mpiti, Thandiswa. "Nature of spelling errors of grade three isiXhosa background learners in English first additional language." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/472.

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A central concern of education internationally and in South Africa is to develop children's literacy skill. However a literacy crisis exists in spite of efforts to counter this. Some researchers have explored the issue of literacy focusing on second language learners‟ spelling in English as Additional Language. There is, however, insufficient literature that looks into spelling experiences of isiXhosa background learners in English First Additional Language. Hence this study investigated the nature of spelling errors of Grade three isiXhosa background learners in English First Additional Language. In understanding the nature of spelling errors of Grade three isiXhosa background learners, the features of words that learners find difficult to spell and the features of words that learners find easy to spell were investigated. Moreover, learners' barriers in acquiring spelling skills in English First Additional Language and teacher practices for teaching spelling were examined. In exploring these issues the study adopted a qualitative approach in order to ensure reliability and validity of the study. The data gathering process was in the form of semi-structured interviews, classroom observations and document analysis. One isiXhosa medium primary school in a Black Township in Buffalo City Municipality in the East London District was purposively selected to form the context of the study. In this school English is taught as a subject in grade three. Participants were eight grade three learners and one Grade three class teacher who teaches these learners. The findings of the study revealed that learners with an isiXhosa background seemed to be struggling with understanding basic English words and terms. This is exacerbated by the fact that the learners seemed to struggle to understand the rules of the English language. The words that learners find difficulties in to spell in English Second Language were diagraphs. Barriers to spelling were influenced, among other issues, by learners' pronunciation and their heavy reliance on their mother tongue.

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Nugent, Mary E. "An alternative approach to spelling instruction." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/375.

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Strange, Mandy Lea. "The most effective way to teach spelling." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2825.

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The research in this project shows that spelling needs to be taught through patterns, rhymes and the use of analogies. Weekly spelling tests are effective to assess spelling patterns, instead of useing a pre-determined collection of random words. Additionally, spelling needs to be taught within writing, not as a completely separate subject.

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Yeung, Pui-sze, and 楊佩詩. "Learning to read and spell in English among Chinese English-as-a-second-language learners in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B35726787.

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Chow, Ka Po Winnie. "The learning of spelling among Hong Kong secondary students." HKBU Institutional Repository, 2003. http://repository.hkbu.edu.hk/etd_ra/491.

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Peck, Greg L. "The effects of cooperative learning on the spelling achievement of intermediate elementary students." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/776723.

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This study compared differences in spelling achievement among groups of students who were high, average, and low achievers. The study attempted to determine, over 7 weeks, any treatment effects resulting from students being cooperatively grouped for spelling instruction. A student's level of achievement and type of grouping for spelling instruction were variables contrasted between intact treatment and control classes of students.This study used six intact classes of intermediate grade elementary children. Three classes were grouped cooperatively for spelling instruction and three classes were not grouped cooperatively for spelling instruction. The study included the scores of 135 students, 68 in the control group and 67 in the treatment group. Normal curve equivalent scores from an existing standardized achievement test were used to classify students as high, average, or low achievers.A student's level of achievement was an attribute variable that yielded proportional cell sizes in order to conduct an analysis of variance. The dependent variable was the total number of words that each student spelled correctly on seven weekly spelling tests. A t-test was used to examine the NCE scores of the treatment and control groups to verify that no significant differences existed between the groups prior to the study.Teachers were trained in a series of four sessions to implement cooperative learning using Student Teams Achievement Divisions. The sessions provided activities designed to encourage the development of collaborative skills prior to initiating treatment. A bonus point system was used to reinforce the collaborative skills.The analysis of variance tested four null hypotheses at the .05 level of confidence. None of the null hypotheses were rejected. The following results were suggested:1. Intermediate children achieve equally well regardless of how they are grouped for spelling instruction.2. High, average, and low achieving students achieve equally well regardless of how they are grouped for spelling instruction.3. Low achieving students achieve significantly different from high and average achieving students.The findings of the study suggest that cooperative grouping for spelling instruction is as effective as spelling instruction without cooperative grouping regardless of student level of achievement.
Department of Elementary Education

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Books on the topic "English language – Orthography and spelling – History"

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George, Davidson, ed. The history of English spelling. Malden, MA: Wiley-Blackwell, 2011.

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Spell it out: The singular story of English spelling. London: Profile Books, 2012.

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Righting the mother tongue: From Olde English to email, the tangled story of English spelling. New York: Smithsonian Books/HarperCollins, 2008.

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Eyes before ease. New York: McGraw-Hill, 2006.

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Essinger, James. Spellbound: The improbable story of English spelling. London: Robson Books, 2006.

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Except after C: The story of English spelling. New York: School Division, McGraw-Hill, 1988.

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Wolman, David. Righting the Mother Tongue. New York: HarperCollins, 2008.

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Essinger, James. Spellbound: The surprising origins and astonishing secrets of English spelling. New York, N.Y: Bantam Dell, 2007.

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Sources of Bhutanese history. Delhi: Prominent Publishers, 2004.

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Minert, Roger P. Spelling variations in German names: Solving family history problems through applications of German and English phonetics. Woods Cross, Utah: GRT Publications, 2000.

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Book chapters on the topic "English language – Orthography and spelling – History"

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Culpeper, Jonathan, and Dawn Archer. "The History of English Spelling." In English Language, 186–99. London: Macmillan Education UK, 2018. http://dx.doi.org/10.1057/978-1-137-57185-4_12.

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Culpeper, Jonathan, and Dawn Archer. "The History of English Spelling." In English Language, 244–58. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-07789-9_13.

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Venezky, Richard L. "SPELLING." In The Cambridge History of the English Language, 340–57. Cambridge University Press, 2001. http://dx.doi.org/10.1017/chol9780521264792.011.

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Salmon, Vivian. "ORTHOGRAPHY AND PUNCTUATION." In The Cambridge History of the English Language, 13–55. Cambridge University Press, 2000. http://dx.doi.org/10.1017/chol9780521264761.003.

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Bann, Jennifer, and John Corbett. "The Development of Modern Scots Orthography." In Spelling Scots. Edinburgh University Press, 2015. http://dx.doi.org/10.3366/edinburgh/9780748643059.003.0004.

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The later Older Scots period is marked by a language shift that saw a drastic reduction in the domains in which Scots was written. The corresponding shift towards the norms of written standard English was probably not always the result of a conscious choice on the part of Scottish writers. It is unlikely that many of those few who were literate during the Older Scots period actually thought of themselves as writing ‘Scots’ as such – it is more likely that, if they considered the issue at all, they would have considered themselves literate in the vernacular, or non-Latin, language they spoke, in the same way as a literate Englishman might also write in the vernacular tongue.

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"Language and Dialect Index." In The History of English Spelling, 324–27. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781444342994.oth1.

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"2. English spelling, sounds, and grammar." In A History of the English Language, 15–32. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/z.183.02ch2.

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"VI. Spelling, Punctuation, Handwriting and Written Language." In A Bibliography of Writings for the History of the English Language, 32–38. Berlin, Boston: De Gruyter, 1987. http://dx.doi.org/10.1515/9783110855456-008.

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Okrent, Arika, and Sean O’Neill. "What the Hell, English?" In Highly Irregular, 2–38. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197539408.003.0001.

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This chapter provides an overview of the oddities of the English language. It begins by looking at the poem of Dutch writer Gerard Nolst Trenité and how he spent his career nitpicking defense of his own native language. Nolst Trenité saw that the Dutch language had its own inconsistencies. His complaints about the way his fellow citizens butchered the Dutch language were different from his complaints about English, but they came from the same expectation that language should be a logical, orderly system. The patterns are often overshadowed by what looks like randomness, and there are irregularities everywhere, not just in the spelling system. At every level of language, from spelling to vocabulary to grammar to word order to meaning there are violations of harmony and order. This book is thus a collection of answers to questions about English. It also presents a history of English that explores the tension between logic and habit in language development.

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Horobin, Simon. "2. Origins." In The English Language: A Very Short Introduction, 12–32. Oxford University Press, 2018. http://dx.doi.org/10.1093/actrade/9780198709251.003.0002.

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Where does the English language come from? While English is distantly related to both Latin and French, it is principally a Germanic language. ‘Origins’ provides a brief history of the English language, highlighting a number of substantial changes, which have radically altered its structure, vocabulary, pronunciation, and spelling. It begins with Old English (AD 650–1100), then moves on to Middle English (1100–1500), which saw the impact of the French language after the Norman Conquest of 1066. The Early Modern English period (1500–1750) witnessed the biggest impact of Latin upon English, while Late Modern English (1750–1900) resulted in an expansion of specialist vocabulary using Latin and Greek.

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Conference papers on the topic "English language – Orthography and spelling – History"

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Rastle, Kathy. "How do writing systems shape reading and reading acquisition?" In 11th International Conference of Experimental Linguistics. ExLing Society, 2020. http://dx.doi.org/10.36505/exling-2020/11/0001/000416.

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Writing is a relatively recent cultural invention, and reading is a skill that requires years of instruction, dedication, and practice. My talk will consider how the nature of a writing system influences reading acquisition and skilled reading. I consider the nature of statistical regularities that characterize English orthography and show across several experiments that knowledge encoded in the skilled reading system mirrors these regularities. This analysis reveals that weaknesses in the relationship between spelling and sound give rise to powerful regularities between spelling and meaning that are critical for text comprehension. I conclude by thinking about how written language differs from spoken language and argue that these differences may be at the heart of human capacity for rapid, skilled reading.

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