A recent article in The Conversation Lindy Brady (Senior Lecturer in Medieval History, Edge Hill University) serves as a timely reminder that Britain has always been a melting pot of languages & cultures, far from the monolingual stereotype.
Old English, the earliest form of our modern language, arrived with the Anglo-Saxons [see an earlier post for more on this ‘controversial’ term] from northern Germany. But even before their arrival, Britain was a multilingual hub where Celtic languages & Latin thrived, thanks to the Romans. The Normans later introduced French, adding layers of complexity to the linguistic landscape.
By the Iron Age, Britons spoke Proto-Celtic languages. Latin permeated the culture post-Roman invasion, leaving a legacy in Welsh words like ‘llyfr’ (book) from ‘liber’ & ‘ysgol’ (school) from ‘schola’. Germanic influences from Anglo-Saxons brought Old English, which incorporated Latin terms like ‘win’ (wine) & ‘mæsse’ (mass).
The Vikings, speaking Old Norse, left their mark too, with words like ‘kid’, ‘egg’, ‘law’, & ‘knife’. This multilingualism continued post-Norman Conquest, blending Norman French with Middle English, Latin, Welsh, Cornish, Scottish Gaelic, & Flemish. Fascinatingly, words like ‘kid’ & ‘heir’ show class distinctions, with Norse origins being more common & French origins more elite.
Word-mixing isn’t all about conquest & migration, however. Scholarly pursuits brought Greek & Hebrew into the mix, while trade & commerce introduced languages like Frisian & Flemish.
Teacher Takeaways?
Embrace Multilingualism: Highlight the historical roots of linguistic diversity in your lessons. It’s not a bug, it’s a feature.
Explore etymology: Encourage students to investigate word origins, revealing the rich tapestry of English vocabulary & a fun way to learn about history & language simultaneously.
‘Class’ Implications: Discuss how language reflects social class [you might start by discussing whether I they believe it exists!]. Do they associate certain words with certain ‘classes’ [or at least degrees of acquisitive power].
Are the same forces at work in your learners’ languages?
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