Let me run this by you.
Simon Winchester says in an op-od piece in today’s New York Times that, according to Oxford English Dictionary lexicographer Peter Gilliver, the word run has 645 meanings in the verb-form alone.
If you teach literacy, reading comprehension, or English (including all its initialized formats: ELA, ELL, EFL, ESL), that fact should make you blink. Run is, after all, one of the most common words in our language. It is among the words students learn in their first encounters with reading and writing.
If there are 645 meanings of the verb to run, what does that say about the difficulty of learning vocabulary in context? And what are the implications of a 645-definition word for writing teachers?
Those are not trivial questions.
According to US census data a fifth of the population over age 5 speaks a language other than English at home. Of those, only 56.2 percent say they speak English “very well.” When you look at the ages of the people who do not speak English in their homes, you’ll see in every language group the largest segment of non-English speakers is school age.
Census data assumes that speaking only English at home means proficiency in oral English. I think most teachers would question that assumption.
However, even if it were true, the number of people who are fluent in oral English is higher than the number who are skilled at reading and writing English, even among people whose primary language is English.
For me as a teacher, these data mean I do not have the luxury of spending time on topics just because they are fun or just because students are interested in them. I have to choose teaching topics because they help me accomplish my learning objectives. Then I have to find ways to make the topics fun or relate them to something that already interests the students.
What significance do you find in the 645 meanings of the verb run?