Professional Documents
Culture Documents
Nicholas Guymon
Mrs. Everett
English 11.3
9 Dec. 2016
The Impetus against Linguistic Simplification: The Vitality of Education and Academic Literacy
However, the rate at which languages change can differ depending on the societal impetus for
University of Calgary, linguistic changes stem from [s]ociological factors [which] play an
important role in determining whether or not a linguistic innovation is ultimately adopted by the
linguistic community at large (299). Inevitably, complex languages simplify their syntaxes,
lexicons, and/or their morphologies because of societys need for simpler and more readily
However, educators in the United States and other English-speaking countries can mitigate the
effects of linguistic simplification in the English language by revising their English curricula in
In order to address the problem of linguistic simplification and how it affects students
Guymon 2
Linguistics and TESL at the University of California, Los Angeles, linguistic simplification can
Although linguistic change is not necessarily good or bad for a society, linguistic
colloquialisms which students then use in their own writing. Colloquialisms, which include
because they make communication easier and more current. Effectively, when students use
colloquialisms in their writing, they hinder their comprehension of advanced literary texts and
their fluency in a language because they become acquainted with using simpler language and
diction. In turn, more students struggle with comprehending complex language and diction.
According to Donald and Jenny Killgallon, professors in the Odyssey program (a non-credit
liberal arts program) of Johns Hopkins University in Baltimore, Maryland, [s]tudents often
write sentences the way they talk, unaware of the difference in conversational syntax and literary
syntax (13). From this quotation, it is apparent that students who cannot distinguish the
simplification and harm their own academic literacy because they write informally and use
colloquialisms when academic language should be used instead (13). Therefore, if students have
a tendency to use colloquialisms and write informally because of linguistic simplification, then
educators need to take steps towards revising their curriculum to combat any simplification.
Guymon 3
Educators can mitigate the effects of linguistic simplification by revising their English
curricula to provide their students with comprehensive understandings of grammar. One study, in
particular, corroborates this idea. In this study, researchers attempted to discover whether or not
the syntactic maturity of seventh grade students would grow if they had instruction in sentence-
combining (a process in which students applied and developed their grammar skills by
combining simple sentences into one effective sentence) (qtd. in Andrews et al. 48-49). The
study, which was conducted for eight months, proved that applying grammatical skills to
evidence collected during the study, students in the experiment group who were given more
out of six measures (49). They also surpassed the writing quality of the control group of the
experiment, whose members were not taught sentence-combining (49). From this information, it
is highly evident that there is a strong correlation between students academic literacy and
grammar instruction.
especially at younger ages, they will greatly enhance students academic literacy and minimize
the effects of linguistic simplification. Reinforcing proper conventions at earlier ages when
students are developing the most academically is more effective than at older ages. Since . . .
the early childhood years serve as an important foundation for subsequent literacy development,
retaining grammatical skills earlier in a students academic career (qtd. in Green et al.). In turn,
Guymon 4
the retention of more grammatical skills at an earlier age would be instrumental to building
scholarly literacy. Thus, if teachers incorporate more grammatical lessons, such as sentence-
combining, as a revision to extant English curricula in primary and secondary schools, then they
Another way that educators can reduce the effects of linguistic simplification in the
English language is by adding programs which develop students vocabulary into their curricula.
or their ability to read and comprehend complex writing. For example, the implementation of
programs in public schools such as the Powerful Vocabulary for Reading Success program
(PVRS), which enriches students vocabulary through exposing them to new words,
read. In a study performed for 22 weeks in three middle schools around the U.S. which were
each demographically representative of public schools in the country, the results proved that
spending merely 20-25 minutes instructing PVRS on a daily basis in schools improved fourth
and sixth grade students reading comprehension (Block and Mangieri 17). Given the results of
this study, it is clear that cultivating students vocabulary would, in turn, improve a students
reading comprehension of texts, in terms of diction and lexicon. Paired with improved grammar
skills, vocabulary reforms to English curricula would greatly benefit students academic literacy,
Guymon 5
Some educators may argue that mitigating linguistic simplification is neither important
nor their responsibility because it will inevitably occur and because social media platforms and
increased online connectivity exacerbate its effects. In reality, educators should understand the
importance of language simplification and feel obligated to make a difference. Whether or not a
teacher educates in primary, secondary, or tertiary institutes, teachers should educate students by
promoting academic writing skills, reading skills, and speaking skills in the hope of promoting
literacy in almost every respect. Simpler language simply does not cultivate academic literacy,
linguistic simplification incommodes teachers because they have to correct the informalities
Ergo, teachers spend more time on grammar instruction than literary instruction. In the recent
decade, the problems of linguistic simplification and declining individual literacy has become
more prominent, and this is mainly attributable to the fact that [schools] lack. . .focus on. . .
teaching. . . Standard English skills (Craig 132). Consequently, the time for educators to revise
their English curricula to mitigate linguistic simplification in the English language is now.
curricula in the United States and other English-speaking countries, educators can help to
safeguard the English language from the detrimental effects of linguistic simplification. In the
past, it has been evident that all languages never stand still; languages will die, become replaced,
Guymon 6
become simplified, or even become more complex. However, educators can help to ensure that
any language, provided that it is instructed correctly and thoroughly explored, will not drastically
Guymon 7
Works Cited
Andrews et al. The Effect of Grammar Teaching on Writing Development. British
Educational Research Journal 32.1 (2006): pp. 39-55. JSTOR. doi: 10.1080/
Block, Cathy and John Mangieri. The Effects of Powerful Vocabulary for Reading Success on
2963-005 of the Institute for Literacy Enhancement. The Effects of Powerful Vocabulary
Craig, David. Instant Messaging: The Language of Youth Literacy. The Boothe Prize Essays
Green et al. Language and Literacy Promotion in Early Childhood Settings: A Survey of
Center-Based Practices. Early Childhood Research & Practice 8.1 (2006): n.p. ECRP.
Killgallon, Donald and Jenny Killgallon. Grammar for Middle School: A Sentence-Composing
2016.
Linguistic Analysis: An Introduction. Edited by William OGrady and John Archibald. 7th
Guymon 8