Abstract
Johnson and Johnson’s Words: The Foundation of Literacy details the historical and practical linguistic uses of American English. The central theme of this book places words as aesthetic links to our past and informed connections to our present. From Thomas Jefferson’s decree that Americans needed to create their own version of the English language through Noah Webster’s painstaking and lengthy development of this task to the mid 20th century diffusion of common slang, Johnson and Johnson trace the rise and sometimes fall of everyday words.
The premise of this treatise suggests that words are for everyone and that they must be studied because words enable daily communication, enhance literacy, and affect all cultures. Moreover, words evoke meaning and fulfill the promise of life as they are written, spoken, signed, and transmitted by billions each day. As educational philosopher John Dewey (1964) asserted, sometimes “words are more than mere words” (p. 367) when they are both full of meaning and filled with purpose.
The purpose of Johnson and Johnson’s exploration is to reveal the symbiotic relationship between words and literacy in a well-constructed and thorough manner. This development is meticulously charted through examples throughout the book and illustrated by concise and relevant stories. Particular attention is paid to the inception and infusion of words as a centerpiece to communication, commerce, and education. The statement that “without words there is no language” (p. 1) posits that words are the cornerstones of shared knowledge, ethics, and literacy.
The book has 10 chapters and a very short introduction section. Each chapter serves as a specific guide that conveys both the rich flavor and the often misunderstood nature of words. By design chapters end with brief instructional activities replete with answers. This structure could confuse and concern a reader who wishes for chapters that extend the discourse; however, it points to the utility of this text. One such utility is the potential use of the book in educational settings. Michael Kamil in the book’s Foreword section suggests that vocabulary acquisition is paramount to learning and while the Johnsons’ “did not set out to focus their book primarily on education, the temptation to think about Words: The Foundation of Literacy in that context is irresistible” (p. xv). The inclusion of the instructional activities is quite purposeful; moreover, it specifies the rightful place of vocabulary learning in literacy formation. In this configuration, the book can be used as an important resource for all students, scholastic Language Arts teachers, and university English and Journalism instructors.
The first chapter revolves around the idea that our language is both old and new. It delves into the notion that words are both faithful and fragile as numerous examples depict ancient yet consistent meanings (flower, pollution, organize) while others convey new interpretations of meaning (geek, bully, recipe). Chapter 2 builds on this course by classifying the difference between etymology, which is a dense historical and scholarly examination of a multitude of words, and word origins, which is a looser story-filled treatment of fewer words. This chapter does not develop an all-encompassing etymological stance; rather, the authors opt to present a small section of word origins as the basic theme. This decision allows for a concise and less confusing reading of the material. The Johnsons’ rationale is that the in-depth study of words can be too tedious and involved and this method “can take the joy out of word study for most individuals who are not etymological students” (p. 30).
Chapters 3 and 4 are excellent parallels depicting both word formations and semantic connections. Each shows the mental aspects of vocabulary building by framing the learning of words as “graphic configurations bordered by space” (p. 68). When individuals visualize words, they enhance the development of a relevant core that produces an arena for subsequent learning. This concept is the heart of literacy.
There is a chapter on ambiguity in language (chapter 5) and it is a helpful addition due to the fact that words often have multiple meanings. There are situations where multiple meanings can confuse learners. To address this point, Johnson and Johnson provide effective concepts that Language Arts teachers can use in the classroom. Teachers are urged to “address multiple-meaning words” (p. 90) in a repetitive manner so that students will “develop a mindset for multiple meanings” (p. 90). This method is based on proven learning theory, and it shows the Johnsons’ understanding that a student’s literacy formation is aided by excellent instruction.
Chapter 6 describes the multifaceted purposes of figurative language. The authors define and detail seven figures of speech: idioms, similes, metaphors, personification, euphemisms, hyperboles, and chiasmus. Of particular interest is the inclusion of chiasmus. The authors define chiasmus as sentences or phases in which some words in the first part are reversed in the following sentence or phase. The power of this technique produces long-lasting recognition. As an example, they cite John F. Kennedy’s inaugural address that states to ask not what your country can do for you—ask what you can do for your country.
The latter half of Words: The Foundation of Literacy provides an engaging look at how words are central to commerce, politics, advertising, and public relations. Chapter 7 denotes a rich description of proverb usage as a mainstay of business, politics, and international communication, while chapter 8 depicts the importance of using names as valuable marketing and advertising techniques. The focus of chapter 9, however, deviates from the serious nature of words. This section explores the playful experience of using riddles and rhymes as interactive learning activities.
One of this book’s most compelling attributes is the expressed purpose to unearth the “absorbing world of words” (p. 1) and challenge preconceived notions. These concepts are keenly shown in chapter 10, which is appropriately titled “A Melange of Words in Language and Life” and typifies author Neil Postman’s belief that “definitions, questions, metaphors—these are three of the most potent elements with which human language constructs a worldview” (Postman, 1995, p. 175). Johnson and Johnson echo Postman’s belief that a worldview is accentuated by examining how language can affect inquiry, discovery, and learning. It is by intent that this theme was chosen for the closing chapter as all previous sections glean microworlds of origins, figurative language, and proverbs. In this summative chapter, the application of word knowledge comes to fruition. Johnson and Johnson know the power of words rests in realization and application and that words must be used well if one is to be truly literate and succeed in the world. In their opinion, one cannot develop a strong worldview if one is not understanding of language.
No book is perfect and Words: The Foundation of Literacy suffers from an obvious flaw. It is ultimately weakened by a lack of acknowledgement of word origins, adaptations, and uses fueled by the new technology and pop culture influences of the 21st century. While a brief description of the word texting is issued here, no further examinations are provided. This is unfortunate as it damages the relevance of the book. The omission undermines the value of the book as a critical examination of linguistics and dilutes its potential as a resource of new word origins.
Perhaps this is an unintended oversight. After all the Johnsons are, as Jack Cassidy cites in the Preface, “Lexiphiles—people who collect words, who relish language and are fascinated by its beauty and complexity” (p. xviii). As linguistic historians they are possibly bound to researching the deep past as a plentiful fountain of word formations and not drawn to the ever-changing vocabulary dynamics produced in a mediated world. Then again this text is so concise and readable that a full history with updated and current forms could prove unwieldy and grow too encyclopedic for the casual reader. In this sense, the Johnsons allow room for an enterprising author to write about the words of this century.
Words: The Foundation of Literacy succeeds in examining the aesthetic and historical components of words. As the cornerstone of literacy, words cement comprehension. This book offers some worthwhile insights into the deployment of vocabulary learning as clear explanations and helpful instructional activities are contained in each chapter. Reviewing the text provided a wonderful opportunity to reflect on key concepts that were both thought provoking and personally challenging. As a journalism teacher, I am confident in what I know about my discipline. However, as a student of words and language, I am indebted to this book for showing me what I did not previously know. This volume has enhanced my knowledge and assisted my teaching. No greater compliment can be given.