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 wordeoten, 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

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'and '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'sinspiration 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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  • A teacher standing over a desk where a student is sat, helping them. Students are also sat at desks in the background

    4 key challenges in secondary education

    By Anna Roslaniec

    Let’s examine four of the most common challenges secondary teachers have and look into some strategies to help solve them.

    1. My students are afraid of making mistakes

    You’re not alone! Many teachers say their teenage students are quiet and unwilling to answer questions in class. Sometimes, this might simply be because they don’t know the answers, but more often than not, they are nervous about making mistakes.

    When children grow into teenagers, they tend to become more self-conscious and worried about what their peers think of them – and making mistakes in public is a big no-no for them. However, there are several ways to facilitate a safe learning environment where your students are happy and willing to talk. Sometimes, though, it takes a little experimentation. Here are some things you can try:

    Celebrate mistakes

    When students make mistakes, ensure that you praise them for taking a risk or making an effort. Correct their errors and be clear with the rest of the class that the only way to learn is to try new things.

    Be firm

    Don’t tolerate any bullying or laughing when someone gets an answer wrong. If your students fear that others will mock them for their efforts, they’ll stay quiet. So make sure you have clear rules and that your students understand that mistakes are normal and to be expected.

    Have students discuss their answers in pairs or groups

    If your students are painfully shy and afraid of making mistakes, avoid picking on individuals to answer questions in front of the class. Instead, when asking a question, tell your students to discuss it in pairs or small groups first. This will allow them to formulate their ideas and feel more confident. Afterwards, you can ask the pairs to share what they discussed – leading to a natural open-class discussion.

    Listen to your students

    Another, powerful way of engaging your students in discussion is to listen to a conversation they are having with their partners and then express how impressed you are with their ideas during a feedback session. E.g. “You said X, which I thought was very interesting. Could you explain this to the class? It was a great idea.” This gives them the confidence to share their thoughts.

    2. My students are not engaged with the activities I choose

    This is another very common problem for teachers of teenagers. You spend a lot of time thinking of fun, interesting activities – then, when you present them to the class, your students look away and say they’re bored. Soon enough, you’ll get frustrated and not know how to re-engage them. Here are some ideas to help:

    Get to know your students

    Without fail, the best way to engage your students is by getting to know them as individuals over the year. Find out about their hobbies and interests outside of school, and learn what makes them laugh and what worries them. Use your knowledge of your students to find interesting books to read, videos to watch, or relevant subjects to discuss. This way, you’ll deliver tailored lessons your students find truly interesting and useful.

    Allow a degree of autonomy

    Sometimes quietness is also a sign of disengagement with the learning materials. To get past this obstacle, you can get your students to brainstorm things that interest them in groups, list them on the board and have a class vote on the topic of their next class project. As a teacher, you always have the power to veto inappropriate ideas, but giving students a voice is a powerful way of making them feel valued and involved in their own education.

    Make things (a little) competitive

    Even teenagers love games! And play is an integral part of learning, as it allows our students to be themselves, have fun, and communicate freely at the same time. By allowing them to play language-focused games in class, they’ll soon forget their inhibitions and start talking.

    3. My students just want to do grammar exercises

    Language is all about communication, speaking, listening, reading and writing – yet all your students want to do is grammar exercises. Frustrating as this is, it’s probably a sign that our students are not confident in their speaking or listening abilities. Here’s what you can do:

    Encourage free language practice

    Grammar activities are very structured and there is often a clear answer. Day-to-day communications, however, are much freer, which can intimidate less confident students. This activity will help you combine the two aspects of language learning:

    • Put students in small groups and give them a set of cards with exciting topics printed on them—for example; music, sports, environment, school, vacations, friends, food.
    • Tell students that they should each choose a card and speak freely about their topic for 30 seconds – the short time will help them overcome their fear of speaking and can be gradually increased as they get used to this type of activity.
    • Have students record themselves when they are speaking and then, when they listen back, have them identify the grammatical structures they used.

    They should write down and correct any mistakes under your guidance. Not only will this get students used to talking and encourage a lot of emergent language, but it will also help them feel they are practicing grammar.

    If your students really enjoy learning grammar, you can ‘flip’ your grammar activities and make them more communicative. First, provide them with a series of sentences or listening clips which have a common grammatical structure (second conditional sentences, for example).

    Then have students work together (in English) to identify how the language is structured, so they can discover the grammar point for themselves. This not only gets them talking, but they are doing something they feel confident at.

    4. My students are bored of all the repetition

    Repetition is an important part of language learning. By practicing things over and over again, your students will come to understand it better and will be able to produce the language more easily. However, repetition is often quite dull, especially for fast learners. Here’s how you can make things more interesting for your teenage students:

    Use a greater variety of activities to engage your learners

    If you’ve been teaching your students a particular set of vocabulary, a grammatical structure, or some pronunciation rules, think about how else they can practice them.

    For example, instead of drilling pronunciation over and over again, ask students to think of all the words they can think of that have the same sound in them (e.g. book, look, cook, shook, etc.). This will help them ‘hear’ the sounds in their heads and improve their understanding of other words.

    If you have been learning vocabulary through reading, have students write or tell stories that incorporate the words.

    The idea is not to stop repeating the target language or skill, but to practice it in different ways. Apply this principle to other areas of language learning so your students won’t feel like they are repeating things.