Homophones – pain in the neck?

Recently it has come to my attention that I tend to misspell certain words. Such a discovery may not seem particularly groundbreaking since everybody errs. What does bother me a bit though is that these misspellings often pass unnoticed (by me as well as my spellchecker). I’m specifically talking about homophones, i.e. words having the same pronunciation but different meanings. Although for some reason, it’s unlikely that I will confuse mourning with morning, chances are that I will use brake instead of break without realizing that there’s something wrong with my sentence. I mean, I obviously know the difference between the two expressions but I confuse them nevertheless. Other words I tend to ball up are basic words such as heel vs heal, knew vs. new. Believe it or not, I even caught myself using no instead of know once or twice. And yes, once vs one’s can be tricky too. Well, it seems that the more notorious the word is, the higher probability there is that I will mess things up. Also, short words tend to be trickier since generally, you automatically pay more attention when producing more complex language. This implies (to me) that as I write, I actually hear the words in my head. Funnily enough, once I’m using a more complex expression, which I’m not 100% sure how to pronounce, I hear myself spelling it in my mind (the Czech way though).

Anyway, I’ve recently learned that as far as homophones are concerned, a difference in spelling doesn’t always indicate a difference of origin. As a rule of thumb, dictionaries treat homophones as different words simply because they are spelt differently. So a traditional dictionary will not give you a clue as to whether the words are historically of the same origin. But if you dig deep enough, you’ll find out that for example flower and flour have much more in common than you would expect. So, a crazy question occurred to me: is this type of ancient knowledge somehow ingrained in our brains? Well, my hypothesis is a bit flawed, at least in my case, because I’m not a native speaker of English. But still, maybe one of my genes was inherited from someone whose mother tongue was English indeed. Shakespeare maybe? Who knows? One thing is certain, language and brains are amazing entities. At the same time, I think it’s not really surprising that the brain, having to constantly make millions of decisions at every point of our lives, occasionally chooses the wrong option out of the two available in its inventory – and opts for no instead of know. It’s not a tragedy after all; unless this misstep influences our future in some way, everything is fine (apart from the fact that we made idiots of ourselves).

But here’s the thing. While I sometimes err when it comes to homophones, my students don’t as often as one might suppose. They throw around all sorts of other spelling mistakes, particularly typos are their favourites, and they like to coin new words too. But homophones? No, that’s not a big problem. There’s this idea at the back of my mind, I must have heard it somewhere, so correct me if I’m wrong, that native speakers tend to make homophone errors more often than L2 learners do. So my hypothesis is (and maybe somebody out there has already tested this) that the more frequently you are exposed to a language, the better you get at it but at the same time, you become more susceptible to committing a homophone error in writing. It seems that when your level of L2 is not high enough, which is the case of some of my students, your brain really needs to focus on in what is happening and is less prone to making careless mistakes of this sort. I mean, when producing and essay, my students probably think twice before engraving their words in stone (at least in the ideal world scenario), so these slips will not happen as often. They simply want to get things right and thus play it safe. So confusing weak with week is most likely off the table because they are familiar with both words but don’t use them too automatically yet. On the other hand, they might not even ‘consider’ confusing words such as wright vs right, simply because they are NOT familiar with the former. However, when they have enough knowledge, they might do so as a result of trying to use a rule in a context where it does not belong (overgeneralization error).

To conclude on a happier note, homophones are not just a pain in the neck. They can be fun since they are used to create puns, which is a feature I like to use in my lessons.

What about you and homophones?

Lost zeal?

This blog has been around for quite some time now. It’s an inseparable part of me; it’s an extension of my teacher self. But over the past few months, it’s become a bit more external, so to speak. It’s something out there, something I’m aware of but something I think of less and less. The thing is that I’ve always been considered a prolific blogger. When I was given that label some years ago, I happily accepted it. And most of the time, I lived up to it without having to try too hard. However, this year, there were long stretches of silence from me. It’s even occurred to me a few times this year that since I have not enough content to write about, I’ll quit ‚officially’. Some bloggers disappeared into thin air quite inconspicuously while others did say their goodbye out loud and wound up their endeavour for good. But I think comebacks are ridiculous. And I knew that at some point I would feel the need to come back. So what’s the point?

The question that really bothers me though is why I’ve lost my zeal? This year (as of today) I have only produced 15 posts, which is the fewest of all times (just for the sake of comparison, in 2014 I wrote 96!). Well, we could blame it on the pandemic. Wait! Last year, I published 22 posts and there was no such thing as COVID-19. So apparently, my motivation to write started decreasing before 2020, regardless of the external factors. On the face of it, it seems I’ve figured things out as a teacher and tried everything out so I have nothing new to share. But, as we all know, 2020 has tested us, teachers, more than enough so saying that there was nothing new would sound absolutely implausible.

One way or the other, the good news is that I don’t feel I’ve lost my enthusiasm for the teaching profession itself. Well, maybe I’m not as passionate as I used to be a few years back but this may well be to the good. Having passion is useful but it may also be rather overwhelming – for the teacher as well as the students. So I think that in a way, I have settled and calmed down as a teacher over the past couple of years, which I consider to be a positive sign. This may (or may not) be reflected in the amount of content I publish on my blog.

Anyway, I hope I’ll be able to be in the physical classroom more than I was in 2020 because it’s the place where the most amazing things worth sharing happen.

Too much colour

So, between my last post and this one, some time has passed – almost two months, to be precise. Over the past couple of weeks, I’ve had the opportunity to be back at school again. I’ve seen all of my classes, although some of them for just a fleeting moment. The students have had all sorts of learning ‘settings’; apart from the default face-to-face classes at school, they also had online lessons (synchronous as well as asynchronous ones) and recently a novelty has been introduced – rotation learning. This means that a class attends face-to-face lessons for one week and the next week, they have online classes. This is undoubtedly quite helpful from the epidemiological perspective since it ensures that there are fewer students in the school building at every given moment. However, it does have some drawbacks too.

This is an example of my timetable from one of the weeks (I deliberately chose the most colourful one to illustrate my state of mind at that point).


I’m not complaining; I love to have some colour in my life but to be honest, although I was happy to teach face-to-face again and I didn’t mind online teaching per se, this vibrant mixture was not my cup of tea. Given the fact that some breaks last for only 5-10 minutes, it was plain hectic. After all, you need some time to log in and log out of your Zoom lessons (physically and mentally), plus sometimes you just need a cup of coffee or a bathroom break. Some of my colleagues confessed that it was not uncommon for them to almost forget about their asynchronous online classes (they realized later in the day that they had not hit the publish button) or were late for a Zoom session. All in all, we were all a bit confused as to what day it was and what lesson we were actually supposed to be teaching at that particular moment.

Having said that, one should always be happy for what they have. Now, it’s Christmas holiday and we already know that there will be no face-to-face lessons whatsoever at the beginning of January because the pandemic situation has gotten worse over the past few weeks.

I mean, I don’t think our patience and flexibility has ever been tested more. But one thing is certain – most of us are grateful for every day at school. So because I know face-to-face lessons may continue to be scarce, I do my best to utilise every moment. For example, and this may seem a bit controversial, I almost completely ditched tests. I know that some teachers felt the need to catch up with grades as soon as they met their students in the physical classroom. After all, ‘virtual’ grades are not deemed as valid as the ones acquired during regular lessons. However, I felt that the time in the actual classroom was so precious that I didn’t feel the need to waste it on tests. There are other ways to verify that my students have learned all the necessary stuff.

What about you? How colourful has it been for you? 🙂