I’ve often encountered the argument that “there is no evidence that teaching etymology helps students.” Well, I go back to Dylan William’s insights that we need to continue to challenge ourselves to think about “what might be,” about “what could be.” Here’s an example. Spelling has always come very easy to me. Despite that, a few words have remained elusive. A couple of weeks ago, determined to practice what I preach, I investigated permanent hoping to help myself out with that first “a”. Perminent? Permanent? I was never quite sure. A quick look at an etymology dictionary was all it took….
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