Fantasy, the English language and Tolkien

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A large number of well-known writers have often created or coined words that are used in everyday English. When you think of authors, prominent figures like Shakespeare may come to mind. He enriched the English language with words like "amazement," "bedazzled," and "fashionable." Charles Dickens introduced "boredom," showcasing his talent for capturing profound human emotions and societal issues in a single word. Lewis Carroll added whimsical words to our lexicon, including "chortle," a delightful mix of 'chuckle' and 'snort.'

But Tolkien is another one of those authors who has added to the English language's colorful dictionary. Tolkien did not just create worlds; he also enriched our language, adding a lexicon that elicits the smell of mead in crowded halls and the sight of smoky mountains veiled in mystery. Language enthusiasts and fantasy fans alike join us on this philological adventure as we uncover the words that J.R.R. Tolkien, the mastermind behind Middle-earth, either coined or brought into the limelight.

Words Tolkien invented or popularized
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So what English words did he invent/popularize?

Hobbit - A humble beginning

The word 'Hobbit' has become so synonymous with Tolkien's loveable, halfling creatures that it's easy to forget that prior to the publication of his book '' in 1937, this word was non-existent. While there has been some discussion over whether Tolkien may have unconsciously borrowed from other sources, he is widely credited with coining the term. These small, unassuming beings have secured their place in our world, much like they have in their home of the Shire.

Orc - An ancient word revived

Orcs, the vile creatures that often symbolize the corrupt and evil forces in Tolkien's works, have become a staple word in the lexicon of fantasy literature.

Although the term 'Orc' existed in English before, Tolkien's use and interpretation popularized it to signify a brutish monster. Its actual origin can be traced back to Old English and Latin, where it had a variety of meanings, including 'demon' and 'hell'.

Ent - Guardians of the forest

The term 'Ent,' used to describe the ancient tree-herders in 'The Lord of the Rings', is another linguistic gift from Tolkien. Drawing inspiration from the Old English wordÌýeoten, meaning 'giant', Tolkien reimagined these beings as the sentient guardians of the forest, embodying the spirit and wisdom of trees. With their slow, deliberate manner and deep connection to the natural, Ents have come to represent environmental stewardship and the age-old battle against deforestation and environmental damage in popular culture.

Mithril - A precious creation

The fabled metal 'mithril', said to be stronger than steel yet lighter than a feather, is a testament to Tolkien's attention to detail in his world-building.

He could have easily opted for a metal that actually exists, but instead, he manufactured an entirely new material, replete with its unique properties and lore. Mithril has since transcended the borders of Middle-earth, being adopted by various fantasy franchises as a precious and magical metal.

Eucatastrophe - A linguistic turn

Those unexpected turns toward a positive resolution of stories in literature have a name thanks to Tolkien, the term 'eucatastrophe'. In his essay '', Tolkien discusses eucatastrophe as the sudden joyous turn in a story that pierces you with a joy that brings tears. This concept has been embraced by literary critics and readers alike to describe that moment of salvation when all hope seems lost.

Palantír - Far-seeing stones

The 'palantír' (pronounced pæˈlænˌtɪər) or the seeing stones in Tolkien's novels allowed characters to communicate across vast distances, a fantastical predecessor to the technologies of today.

This invented term comes from an adapted form of Elvish, a language Tolkien crafted with its own set of linguistic rules. The concept of a 'palantír' has often been metaphorically used to describe any medium that allows one to perceive events at a distance.

Dwarves – Storied origins Ìý

Tolkien was also responsible for the pluralization of the existing word "dwarf" into "dwarves.". Prior to Tolkien's influence," dwarf" was the standard plural form used in English. With his groundbreaking work in 'The Hobbit'Ìýand 'The Lord of the Rings', Tolkien opted for "dwarves" to better fit the old English and mythological aesthetic he was aiming for. Tolkien's deliberate deviation from the norm has since been widely adopted, influencing not only subsequent fantasy literature but also the way we engage with these mythical beings in popular culture.

His invented languages and inspiration

In his quest to build a comprehensive mythology, J.R.R. Tolkien invented, coined, or revived many English words specifically for his Middle-earth saga. His skill as a philologist not only allowed him to create new words but also to revive old ones that had fallen out of use, blending them seamlessly into the narratives of his epic tales.

Tolkien extended beyond merely coining new words; he ventured into the realm of constructing entire languages, an effort that set Middle-earth apart as an exemplar of literary and linguistic depth. Among the most notable of these languages are Quenya and Sindarin, both of which are elvish tongues, each with its own detailed grammar, syntax, and rich vocabulary.

Quenya, inspired by Finnish and Latin, is often considered the high-elven language, used in lore and formal occasions, whereas Sindarin, influenced by Welsh, serves as the common language among the elves of Middle-earth.

Additionally, Tolkien developed other languages, including the guttural Black Speech of Mordor, the dwarvish Khuzdul, and the various Mannish tongues, thereby enriching the authenticity and immersive experience of his fantasy universe. Tolkien'sÌýinspiration for writing his unique lexicon was as vast and varied as the universes he created. A linguist at heart and by profession, he drew heavily from ancient and medieval sources, including Old English, Old Norse, and other Germanic languages, as well as from Latin, Greek, and Welsh.

A lasting linguistic legacy

Tolkien's impact reminds us that language is a living, breathing entity. It is shaped by the realms we construct in our thoughts and shared tales. In this light, Tolkien's inventiveness with language inspires us to look at words as not just mere tools for communication but as magic incantations capable of transforming the mundane into the extraordinary.

Whether you're a lifelong fan of Middle-earth or a language enthusiast intrigued by the origins of words, his contributions remain legendary; some even now sit in the English dictionary. He shows us that with a bit of creativity and a love for language, we too can leave our mark on the lexicon for generations to come. Now, in the spirit of Tolkien, may your words always be as rich as a dragon's hoard and as heartfelt as a hobbit's supper.

If you're feeling inspired to read, make sure to check out our readers; we have a wide range of English readers to suit everyone. Or if you're looking for some novel inspiration, make sure to check out our blog post: Novels to help improve your English.

Or, if you want to expand your English vocabulary even more to match that of even the greatest writers, make sure to download the language learning app .

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    How to encourage your teenage students to become independent learners

    By Nicola Pope

    Learning is a lifelong activity regardless of age, position, or ambition. Many teachers embody this philosophy themselves – and would like nothing more than for their teenage students to develop strategies to become independent learners.

    But teachers often feel frustrated when their students rely on them too much or show a lack of motivation and focus in the classroom.

    Let’s look at how to start a project that holds your students’ attention. We’ll also go into how you can help your students practice and develop a range of English language skills at the same time.

    The benefits of starting a project that interests your students

    Group projects are motivating because they give students a common objective to work towards. The need to work as part of a team teaches teens collaboration skills, such as accountability. When learners decide on roles within their groups it soon becomes apparent just how important it is for them to be responsible and do their part.

    Project work also often encourages students to push themselves beyond their comfort zones as they try and test new skills. This is often true when learners are required to present on a topic or learn how to do something practical (like using PowerPoint or Google Slides for presentation design).
    In addition, projects can test a variety of English language and 21st century skills such as:

    • critical thinking skills (for planning and development of ideas)
    • topic/subject-specific vocabulary
    • reading and listening comprehension (for researching)
    • speaking skills (for group work)
    • creative skills (for project development and production)
    • presenting skills (for the final delivery of the project)

    Furthermore, when projects take place over several classes, students often eventually get into a routine and seek less direction from the teacher. They know what needs to be done and get on with it in their groups. Of course, you will still need to monitor and offer guidance throughout the project.

    The key elements of an independent learning project

    Find a meaningful subject matter

    First, you’ll need to start with a topic that engages your students. To discover this, put students in groups (online in breakout rooms or in the classroom) and have them work together and mind map some local, national or global problems they would like to solve. For example:

    • The local theater has closed down and they want to set up a new drama club.
    • There is a lot of pollution in the capital city and they want to help reduce it.
    • The rainforest is being deforested and they want to create awareness.

    After they have a good-sized list, instruct each group to pick something they would like to learn more about. Alternatively, if your students are unlikely to find interesting problems to solve themselves, provide them with several short-level-appropriate reading materials about topics you think will catch their attention. That way they can learn about local or international issues and choose a project focus.

    Balancing guidance and instruction

    A vital goal of this project-based approach is to encourage students to be independent. That does not mean they should have no boundaries or objectives, however.

    You’ll need to set deadlines, tell them what you expect of them, and explain how they should present their projects at the end. And depending on their levels, your students will also need a certain amount of scaffolding. You can do this using a set of questions. For example:

    1. What is the main problem you want to solve?
    2. Who does it affect?
    3. Why is it important to change?
    4. What steps could you take to solve the issue?
    5. Who could help you do this?
    6. How could we do this as a group?
    7. How can we present the issue to make people care about it?

    These questions can form the basis of the project, which can last from one to several weeks, depending on their age, level and time restraints. Adapt the questions to suit your students and the specific needs of their projects.

    Facilitating teamwork

    Encourage students to work together to plan, research and present their ideas. Set days or classes by which certain project elements must be completed. This helps ensure that the students make progress and encourages them to ask you questions if they are stuck.

    Decide whether you want to give set times during your classes to work on the project, or whether you want to dedicate entire classes to their work. Also, think about how much work should be completed in your student's own time. Their workload, level of English, and access to technology will all impact your decision.

    For example:

    • Class one: Define the problem you want to solve. Consider what you need to find out, decide on individual roles and develop an action plan. Show the teacher your progress.
    • Class two: Research your project questions and share what you find with the group. Is there anything else you need to know? Show the teacher your progress.
    • Class three: Come up with a presentation outline and begin to work on it.
    • Homework: Each work on your individual presentation section.
    • Class four: Show the teacher your progress. Practice your presentations.
    • Class five: Practice and then deliver your presentations.

    You may wish to allow students the freedom to choose how they would like to present it. Give instructions on how long you expect the presentation to be. If working remotely, collaboration tools such as Google Docs, and are excellent for facilitating teamwork.

    Here are some ways you might ask them to present:

    • a poster and presentation
    • an online presentation (e.g. using PowerPoint)
    • a website (on paper or online)
    • a video presentation
    • a theatrical production
    • a podcast episode.

    Keep in mind that the objective is to help them research, present and deliver a project in English. Check in regularly on progress and provide feedback and help whenever needed.

    While it’s important to monitor and guide them with the English language as they work, it’s also crucial to let students make decisions for themselves.