Between language and folklore: “To hang out the broom” (OUP Blog)

[ELTWeekly Volume 8, Issue 6 | February 15, 2016 | ISSN 0975-3036]

 

We know even less about the origin of idioms than about the origin of individual words. This is natural: words have tangible components: roots, suffixes, consonants, vowels, and so forth, while idioms spring from customs, rites, and general experience. Yet both are apt to travel from land to land and be borrowed. Who was the first to suggest that beating (or flogging) a willing horse is a silly occupation, and who countered it with the idea that beating a dead horse is equally stupid? We will probably never find “the author,” even if we catch the earliest citation in print or dispose of such idioms as so-called familiar quotations (a great wit may have coined one or both of those sayings or used the phrases already current and thus made them famous). Who in the past kicked the bucket and when? Who sowed wild oats, and why just oats? Occasionally I discuss such matters. Raining cats and dogs, pay through the nose, no room to swing a cat,whip the cat, and a few more have turned up in this blog.

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Shifting Mental Models in Educators (Edutopia)

[ELTWeekly Volume 8, Issue 5 | February 8, 2016 | ISSN 0975-3036]

Early in my career as an instructional coach, I worked with an enthusiastic new high school teacher who inspired most of her students to demonstrate their learning in all kinds of creative ways. Her ninth-grade English class performed skits, recorded radio plays, and published magazines that were of exceptional quality and showed mastery of learning. However, a handful of students were never in prominent roles, produced mediocre work, and weren’t mastering the content.

In my observations, I had noticed a trend in the teacher’s interactions with them — she didn’t push them as she did the others, she let them off the hook easily, and she gave them simple tasks. All of these young men were African American, and this group comprised almost the entire group of African American males in her classes. I gently and carefully probed into the teacher’s decision making, asking nonjudgmental questions about her assumptions about these boys, and then one day, she said this: “I think they’re just lazy. I don’t think they’ll follow through. So I give them tasks they can manage.”

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