speech ng words

Speech with Tara

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• Mar 31, 2020

"Ng" Practice and Resources

Here you will find words, phrases, sentences, and paragraphs to practice both the "ng" and "nk" sounds. Much of the practice material is taken from the Home Speech Home site. This sound occurs in the back of the throat like our "k" and "g" sounds. If a child can produce "g" then it is helpful to start with medial "-ng-", like in the word "finger".

https://www.youtube.com/watch?v=5xVq8T88oJw

"-ng-" Picture Words

"-ng" Word Lists Medial "-ng-" Final "-ng"

"-ng-" Sentences Medial "-ng-" Final "-ng"

Final "-nk" Words

"-ng" Phrases Medial "-ng" Final "-ng"

"-ng-" Paragraphs

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The “ng” sound is a voiced velar nasal, which means that it is produced by blocking the airflow from the lungs using the back of the tongue (velar) and then releasing it while allowing the air to pass through the nose (nasal). The vocal cords vibrate during the production of this sound, which creates a buzzing or humming sensation in the throat.

To produce the “ng” sound, you need to raise the back of your tongue towards the soft palate or velum, which is located at the back of your mouth, and then release it while simultaneously blocking the airflow from your lungs and allowing the air to pass through your nose. This creates a continuous buzzing or humming sound that is characterized by a vibration in the back of the tongue and a resonance in the nose. You can try producing this sound by saying the word “sing” or “long” and paying attention to the way your tongue and nose work together to create the sound. In phonetics, this sound is represented by the symbol /ŋ/. It is also sometimes referred to as the “voiced velar nasal.”

Here are few tips you can follow to teach the “ng” sound:

Demonstrate the sound: Start by demonstrating the “ng” sound for your child. Make the sound and have your child watch your lips and mouth movements. Explain that the sound is made by pressing the back of the tongue against the soft palate and releasing it with a nasal sound.

Visual Cue: Show the child how to place the back of their tongue against the soft palate at the back of their mouth, and then release the air with a voiced sound while simultaneously lowering the back of the tongue to create a “ng” sound. You can use a mirror to help the child see how their tongue is positioned.Y ou can also use a visual cue such as a picture or flashcard of an “ng” to help your child remember the sound.

Understand the sound: Help your child understand that the “ng” sound is a nasal consonant made by pressing the back of the tongue against the soft palate and releasing it with a nasal sound.

Practice Blowing: Help your child get used to the sensation of releasing air with their tongue by having them practice blowing out candles, blowing bubbles, or blowing feathers across a table.

Practice Tongue Placement: Show your child how to keep the back of their tongue flat and relaxed while making the “ng” sound. You can make it more fun by having them imitate animal sounds, such as a snoring bear or a buzzing bee, while using the “ng” sound.

Practice in Isolation: Once your child has mastered the correct tongue and mouth position, have them practice making the “ng” sound on its own without any other sounds.

Add Syllables: After your child has mastered the “ng” sound in isolation, have them practice using it in different syllables, such as “ing,” “ang,” and “ung.” You can make it more fun by having them say words like “king,” “bang,” and “sunglasses.”

Practice in Words: Once your child has mastered the “ng” sound in syllables, have them practice using it in different words such as “sing,” “ring,” and “long.”

Practice in Phrases: After your child has mastered the “ng” sound in words, have them practice using it in phrases like “sing a song,” “ring the bell,” and “long day.”

Practice in Sentences: Finally, have your child practice using the “ng” sound in different sentences such as “I am singing a song,” “The bell is ringing,” and “I had a long day.”

Practice Everywhere: Encourage your child to practice using the “ng” sound in different contexts, such as during playtime, mealtime, or while reading books. You can also make it more fun by having them use the “ng” sound in different accents or dialects.

Free NG interactive audio flashcards featuring words with the “NG” sound words can be a useful tool for improving pronunciation and vocabulary.

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Parent's Academy › Speech Disorders › Speech Sound Disorders › NG Sound Articulation Therapy: A Guide for Parents

NG Sound Articulation Therapy: A Guide for Parents

Stacie bennett.

Speech-Language Pathologist , Trenton , New Jersey

Jan 25, 2022 The NG sound is a single sound production, although it is made up of two different letters and sounds very similar to “n.” Here you'll find some speech therapy activities that will help your child to perfect the sound.

Most of the time, if your child is having difficulty with ng sound articulation, they are either omitting it completely (deleting the sound) or substituting it with something else.  

In addition, if your child has been diagnosed or had surgery to correct a cleft palate , the sound can be of particular difficulty due to where the sound is placed and the amount of nasality that is required. Early intervention is key in helping your child’s speech, so if your child is struggling with the sound, contact your local speech-language pathologist (SLP) to rule out an articulation disorder.

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When Does the Sound Occur?

Kids typically start using the “ng” sound around the age of 2. Even though they begin to utilize it at this age, they don’t totally perfect the sound until around 5-6. If your child is still not making the “ng” sound correctly by their 6th birthday, I would suggest getting them evaluated by a SLP to make sure therapy isn’t necessary. 

How is the /NG/ Sound Produced?

According to Chicago Speech Therapy, the /ng/ sound is produced just like the /n/ sound .

The /ng/ sound is a nasal sound, which means that the air passes through the nasal passage instead of through the mouth when making the sound. To make this sound, lift the back of your tongue against the soft palate, which is the soft area at the very back of the roof of your mouth, forming a seal. Then make a sound with your vocal cords. Since you have closed off your mouth, the air travels through your nose, creating the /ng/ sound. 

If you’re practicing this right now, which I totally did as I was explaining the process to you, you can see how kids can get confused between the /n/ and the /ng/ sound; the only difference is where your tongue hits the roof of your mouth. The /n/ sound makes your tongue hit the front of your mouth, while the /ng/ sound is towards the back. 

How Can you Help at Home?

Working on any speech sound at home can be fun and rewarding for your child. First of all, they aren’t in a therapy room with some speech therapist that they hardly know. Secondly, you can actually get them outside and moving, which will lead to them having more fun and increased carryover.

And you don’t have to spend any money on activities. Most of the things I’m going to suggest, you most likely have at your disposal OR it involves just talking to your child. 

Verbal Cues for the /NG/ sound

To begin, make sure you are saying the sound clearly and loudly enough for your child to hear it and imitate it. For example, say /ng/, /ng/, /ng/, three times to your child. Make sure you say it slowly and you have his/her eye contact.

Encourage your child to repeat it back to you. Keep doing this and your child will eventually say the sound successfully without intervention. Once he/she gets the sound in isolation, then move to syllables, such as “ing,” “ang,” and “ung.”

Again, once your child masters this level, they can move to words, phrases, and then sentences . It’s a tiered process that your speech pathologist can walk you through step-by-step. 

Tactile Cues for the /NG/ sound

Tactile cues are just another way of saying “touch” cues. Since /ng/ is a nasal sound, the tongue blocks the air through the mouth and it instead flows through the nose.

If your child has trouble with this, have him hold his nose as he makes the sound. When the air gets trapped and cannot exit either the nose or the mouth, he will know that he is making the sound correctly.

If the air can escape through his mouth, he will know that he needs to reposition his tongue. Another cool feature of nasal sounds is that they vibrate your nose as you say them. Encourage your child to touch the side of his nose when making the /ng/ sound to feel the vibrations. Sometimes that’s all it takes for the sound to “click” in the child’s brain. 

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Activities to Practice the /NG/ Sound at Home

One of my favorite resources to work on any articulation skills is Speech Blubs. All you have to do is download the Speech Blubs app and look at the Mouth Gym activity . It will teach your child to correctly produce the sound and then give him/her fun resources to practice.

Use these sections to practice the /NG/ sound:

• Outdoor Wonders: Spring.
• Animal Kingdom: Kangaroo.
• Living Colors: Orange.
• Toy Box: Swing.
• Get into Shapes: Triangle, Rectangle.
• This is my Body: Tongue.

How to Play Articulation Bingo?

• Use the button below to download our Articulation Bingo Board;
• Print out the board and give it to your child or cut out the pictures and put them into a bag;
• Let your child pick a word from the board/bag; 
• Find the word in Speech Blubs App and practice it, play with fun filters and watch educational videos;
• Your child is a winner when he practices three pictures in a row (across, down, or horizontally) or the entire board.

Good Screen Time!

I’ve seen kids get so into the app and they have no idea that they are actually performing speech therapy. Don’t worry – it’s good screen time !

Make sure you sit with your child and are actively engaged with them while they are using the app. Have them show you the silly faces, make sure they are telling you what they are pointing to. 

“Sing, Sang, Song ”

Another way you can practice this sound is to play a singing game with your child. No matter what song you are singing, replace all of the words with “sing, sang, song.”

Kids love that they can be silly and use the wrong words. It gives them so many different opportunities to practice the sound throughout the course of a three minute song. If they get bored with those three words, then use words like “ring, sting, wing, king, bring.” Be creative! 

There are so many online worksheets and games that you can Google online.  If your child loves to work on worksheets, you can check out many websites .

They have a ton of different free worksheets that you can play with your child. You can even make it a Bingo-type set-up; every time they say the sound correctly, they can put a chip on the picture. Whoever gets so many in a row, wins. 

Reading Together is Important

Finally, read to and with your child . Have them repeat certain words to you, especially if it is a sound that you are targeting. Even five minutes a day will show an increase in academic and reading performance in school!

/NG/ sound articulation issues are not the only ones to consider. If your child has difficulties with other sounds, here are the articles that can help you with speech therapy and articulation activities ideas:

• Articulation Therapy: An All-in-One Guide for Parents
• B Sound Articulation Therapy
• H Sound Articulation Therapy
• JJ and CH Sounds Articulation Therapy
• L Sound Articulation Therapy
• Lisp Articulation Therapy
• M Sound Articulation Therapy
• N Sound Articulation Therapy
• R Sound Articulation Therapy
• S Sound Articulation Therapy
• SH Sound Articulation Therapy
• T and D Sounds Articulation Therapy
• W Sound Articulation Therapy .

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The author’s views are entirely his or her own and may not necessarily reflect the views of Blub Blub Inc. All content provided on this website is for informational purposes only and is not intended to be a substitute for independent professional medical judgement, advice, diagnosis, or treatment. Always seek the advice of your physician or other qualified health provider with any questions you may have regarding a medical condition. Never disregard professional medical advice or delay in seeking it because of something you have read on this website.

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How to Teach the NG Sound by Chicago Speech Therapy

The /ng/ sound is a single, distinct consonant sound, even though it is spelled with two letters and sounds similar to /n/. Like the /n/ sound, /ng/ is a nasal sound. This means that the air passes through the nasal passage instead of through the mouth when making the sound. To make this sound, lift the back of your tongue against the soft palate, which is the soft area at the very back of the roof of your mouth, forming a seal. Then make a sound with your vocal cords. Since you have closed off your mouth, the air travels through your nose, creating the /ng/ sound.

Kids usually begin to make this sound at around age two and should have a solid grasp on it by age four. If you notice that your child is four years or older and is still having trouble correctly producing this sound, it is highly recommended that you seek the help of a licensed speech therapist. Addressing the situation sooner rather than later will help prevent a tiny and easily fixed problem from compounding into a larger issue later.

Helping your little with her articulation at home can be fun and rewarding for both of you. Here are some activities and techniques recommended by children’s speech-language pathologists to help stimulate your child’s articulation and to keep track of her progress:

• Verbal cues

To begin practicing, pronounce the sound for your child cleanly and clearly so that she understands the specific sound you are focusing on, what is sounds like, and has a good example to imitate. Repeat the sound slowly for her, “/ng/, /ng/, /ng/.” Encourage your child to repeat it back to you. In time and with lots of practice, your little one will be able to say the sound correctly over and over again. Once she is able to do this, gradually add vowels to the sound to form small syllables. Since /ng/ is not used at the beginning of words in the English language, try it at the end of syllables such as “ing, ing, ing,” “ang, ang, ang,” and “ung, ung, ung.” As she masters these sounds, gradually progress to words, phrases, and sentences with the /ng/ sound.

• Tactile Cues

Since /ng/ is a nasal sound, the tongue blocks the air through the mouth and it instead flows through the nose. IF your child has trouble with this, have him hold is nose as he makes the sound. If the air gets trapped and cannot exit either the nose or the mouth, he will know that he is making the sound correctly. If the air can escape through his mouth, he will know that he needs to reposition his tongue. Another cool feature of nasal sounds is that they vibrate your nose as you say them. Encourage your child to touch the side of his nose when making the /ng/ sound to feel the vibrations.

• Awesome /ng/ Activity

To practice the /ng/ sound with your child, sing the “Sing Song” version of your favorite songs together. Whatever the song is, sing it with the same tune but replace all the words with “sing, song, sing, sing song, sing!” This works equally well with lullabies and songs on the radio. Kids think it is funny when they get to sing the wrong words (and words that don’t have sense, either!) and can even make up their own sing-song tunes! Practice in the car, during bath time, or just bopping around the house!

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“ng” Final Position Of Words

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Letter ng Final position of words Vocabulary Matching Reading English language Speech therapy Early intervention

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Word Lists For Articulation & More!

It is handy to have word lists for speech therapy at your fingertips for extra articulation practice or for a quick game during therapy.

Click on a letter below to take you to the corresponding FREE list, Google Drive version, free handouts, quick cues, and activities that require NO device or Flashcards! Remember the letters represent a sound.

Word Lists For Speech Therapy By Sound:

L    blends, r    blends, s    blends, vowels .

Let's not forget about vowels! I have word lists for ALL vowels here!

How to Practice Articulation:

Are you wondering how to use these word lists effectively? Are you still learning what articulation practice is all about? Don’t worry, click on   articulation practice overview using these word list s.

We can help explain the process with research-based information!

Articulation Materials & Guide

If you need home practices, articulation cards, cariboo cards, sentence level practice sheets, and teaching cue cards/materials, please click the image below. All materials use high-frequency words (aka, words that kids actually say!)

• Word Lists For Speech Therapy

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260+ N Words, Phrases, Sentences, and Reading Passages

As promised here are the words for your unlimited use .

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Initial N by Syllables

nail polish

neighborhood

Netherlands

New England

New Hampshire

New Year's Eve

New Year's Day

New Zealand

neighborhood watch

neurologist

noncommittal

nonrestrictive

Medial N by Syllables

chicken pox

banana split

peanut butter

spontaneous

table tennis

unhappiness

developmental

inadequately

manufacturing

miniaturize

Final N by Syllables

bus station

fire engine

gas station

ice cream cone

complication

hibernation

hot-air balloon

policewoman

satisfaction

supervision

SEE ALSO:   The Best Free App for Speech Therapy

Initial N Phrases and Sentences

sharp knife

paper napkin

silver necklace

pointy needle

next door neighbor

number nine

sticky note

She is holding her knees.

The knife is made of metal.

Knock to see if they are home.

Hit the nail with the hammer.

She is taking a nap.

He wrote on the napkin.

She is touching her neck.

She is holding her necklace.

I used the needle to sew.

She had her neighbor over for tea.

There are eggs in the nest.

She bought new pink shoes.

She gave me a nickel for change.

It is a cloudy night.

The address has a nine in it.

She is pointing to her nose.

She left him a note for tomorrow.

The nurse offered her help.

Medial N Phrases and Sentences

blender smoothie

natural blonde

brick chimney

family dinner

warm doughnuts

sweet honey

bright lightning

paper money

peanut shell

planet earth

pretty rainbow

start running

strong wind

She made a smoothie in her blender.

The lady had naturally blonde hair.

I see a bunny in the grass.

They paddled the canoe on the lake.

The chimney is made of brick.

They sat down for a family dinner.

I want to have 2 doughnuts for breakfast.

His hand reached for the sky.

We bought honey at the store.

Lightning touched the ground.

He put the money in his pocket.

He took off the peanut shell.

We live on planet earth.

I see more than one rainbow.

He enjoyed running in the morning.

The desert is full of sand.

The magician's wand disappeared.

The wind was so strong it broke her umbrella.

Final N Phrases and Sentences

jet airplane

crunchy bacon

red balloon

brown crayon

round button

chain links

chicken coop

fireman courage

green crayon

bright moon

snowy mountain

phone message

silver spoon

We flew in an airplane.

She likes her bacon crunchy.

The balloon floated in the sky.

He colored the tree brown.

I had to sew a button onto a shirt.

It was a strong chain.

The chicken was by the coop.

He is touching her chin.

The fireman was very brave.

I always color the grass green.

The lion was hungry.

The moon was shining bright.

It took 3 days to climb the mountain.

The ocean looks beautiful today.

Give me a phone call in 10 minutes.

He likes to run by himself.

I eat cereal with a spoon.

The dog is sitting in the wagon.

N Reading Paragraphs

Smoothie party.

Ned's smoothie party was in nine hours and he needed groceries. He wanted his friends to be able to make any kind of smoothie they wanted.

At the store he bought doughnuts, honey, peanut butter, chocolate bunnies, bacon, chicken, green onions, dinner rolls, sandwiches, rainbow sherbet, and some extra blenders.

"Tonight is going to be legendary," he thought, "None of my friends have ever had my famous chocolate bunny, bacon, and green onion smoothie."

He was so excited that while he was paying for his groceries, he invited the cashier to come to the party. 

"I hope to see you there," he said as he left the store. Tonight was going to be the best smoothie party ever!

Danny's Job

Danny didn't know what he wanted to do for a job. He was interested in so many things that it was hard to choose just one.

His friend's dad was a fireman. He ran into buildings to save people. That sounded fun, but scary. His brother was a nurse. He thought it sounded cool to help people get better when they were sick.

His mom was a money manager at a bank.

"I could make a good banker, I am good at math," Danny thought.

His dad flew an airplane. Traveling sounded exciting. To fly like the wind and see oceans and mountains. He would see the moon at night and the sun by day.

He went to a circus once. "Maybe I should become a lion tamer," he thought. He didn't want to smell like lion breath all day though.

He went to his mom and said, "Mom what job should I do when I grow up?"

His mom said, "Danny, you're only nine. You have a few years to figure it out. In the meantime, think about what you would like to do and start learning more about it."

"Ok, thanks mom," said Danny, and he grabbed some books and began to read.

Running Bunny

Ben went running all the time. It was his passion. He would run anywhere on the planet, at any time, and under any condition.

He ran at night. He ran during lightning storms. He even ran when I chained a chicken to him as a joke! He just picked up the chicken, held it, and started to run. I thought the chicken would have stopped him for sure.

One day, Ben was running in the sand by the ocean and saw his neighbor Natalie. Natalie was running with her new bunny on a leash.

"Natalie, why are you running with your bunny?" he said.

"He helps my knees," she said.

"What do you mean?" said Ben.

"I don't know how to explain it. Whenever I run with my bunny, my knees don't hurt," she said."

"Did someone at the pet shop wave their wand to make him a magic bunny?" he asked.

"They must have," said Natalie.

The two friends finished their run together and Natalie told Ben more about her "magic" bunny. 

This list of functional words was professionally selected to be the most useful for a child or adult who has difficulty with producing the "N" sound.

We encourage you to use this list when practicing at home.

Doing home practice will help your child make much faster progress toward correct production.

Speech-Language Pathologists (SLPs) are only able to see students/clients 30-60 mins (or less) per week.

This is not enough time  for your child to overcome an articulation disorder with the "N" sound. But with high caseloads...

...it's all SLPs can do.

There's  only so much time  in the day.

Every day that your child goes without practice  it becomes more and more difficult  to correct an "N" error because he/she continues to say it incorrectly. 

SEE ALSO:   The Best Books for Speech Therapy Practice

We know life is busy , but if you're reading this you're probably someone who cares about helping their loved one as much as you can.

Practice 5-10 minutes whenever you can, but try to do it on a consistent basis (daily).

Please, please, please use this list to practice.

It will be a great benefit to you and your loved one's progress.

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September 4, 2024

Words & Culture Making

Mastering speech that mocks folly and shapes worlds.

Every culture war is, at its core, a battle over words—words that have the power to build or to destroy. In this colossal conflict, there is no neutral ground. The struggle over the dictionary is, in truth, the battle of the ages. It is the front line where truth clashes with falsehood, and where Christianity confronts rival religions and philosophies.

Lennox Kalifungwa

Words are more than accentuated inflections of breath or the simple markings of ink and lead upon a blank canvas. They are, in essence, the incarnational edifices of thought, giving flesh to ideas and breathing life into them. Words are the very means by which worlds and cultures are conceived and fashioned.

Consider the divine act of creation: when God spoke, the cosmos sprang into being. Words brought forth life, order, and light. Eden itself was called into existence through the power of God's utterance. Not a single word or thought was without purpose; each one carried intelligence and beauty, each one a reflection of the Creator’s glory.

Words also ushered in the pinnacle of God’s creation: a bearer of His image, endowed with the mandate to shape culture through the power of speech. It was through words that man named the world, thereby cultivating and developing culture. Under the tutelage of the Creator, man learned the profound link between a creature's essence and its name. Words enabled him to exercise dominion over the earth, to be fruitful, and multiply. Words gave rise to song and poetry, setting the template for love and companionship. They enabled him to express delight and wonder and, most importantly, to commune with his Maker.

The Deadly Cost of Tongue-Tied Tranquility

When the serpent sought to spread deceit and defy God, it did so by twisting and redefining words. By corrupting the meaning of words, the serpent aimed to rewrite history (“Did God really say…?”), plunging the world into a state of rebellion, darkness, and despair. Lies, by their very nature, are a perversion of words that distort history and taint what is true, beautiful, and good.

Conversely, man's silence became the accomplice of evil. In the absence of truth, lies took dominion. A tongue frozen in silence rendered man powerless, with a compromised palate that welcomed the taste of the forbidden, leaving behind a bitterness that would not fade. No longer would the sweetness of goodness and pleasure flow from untainted bliss; instead, they were marred by the weight of guilt that blinds, silences, and enslaves. Death became the inevitable fruit of muted tongues and deceived minds as the belief in falsehood poisoned the bloodstream of generations.

The Redeemer’s Rhetoric

Words lie at the heart of our existence and, profoundly, at the center of our redemption. The ultimate Word (λόγος) became flesh and made His dwelling among us, revealing a glory brimming with grace and truth. This grace was communicated through holy words, meticulously preserved across the ages—from Adam to the latest of his descendants. These words heralded the defeat of the dragon and the restoration of humanity, promising that man would once again reign as lords over the earth. Divine words that hold the power of eternal life for all who believe. The same Word that spoke the cosmos into being is also the Word that breathes life into the dead and sets the sinner free.

The vast expanse of the cosmos is under the dominion of Christ the King. His λόγος [logos] governs every aspect of creation, extending far beyond the hearts of the regenerate. This Word is a mighty and unyielding weapon in the war of truth. Those who know, love, proclaim, and live by it share in a victory that is secured forever. This Word will not fail; it will bring every nation to its knees, whether in worship or in judgment.

Given that there are no neutral words, we must recognize that there are no neutral ideas. Every idea is shaped by presuppositions that either honor God or defy Him. Each use of a word becomes an act of worship, rendered either toward God or toward idols. self.__wrap_n=self.__wrap_n||(self.CSS&&CSS.supports("text-wrap","balance")?1:2);self.__wrap_b=(e,t,i)=>{let r=null==(i=i||document.querySelector(`[data-br="${e}"]`))?void 0:i.parentElement;if(!r)return;let a=e=>i.style.maxWidth=e+"px";i.style.maxWidth="";let n=r.clientWidth,o=r.clientHeight,s=n/2-.25,l=n+.5,d;if(n){for(a(s),s=Math.max(i.scrollWidth,s);s+1 {self.__wrap_b(0,+i.dataset.brr,i)})).observe(r)};self.__wrap_n!=1&&self.__wrap_b(":Rijkvff6v9jta:",1)

The Battle for the Dictionary

Every culture war is, at its core, a battle over words—words that have the power to build or to destroy. In this colossal conflict, there is no neutral ground. The struggle over the dictionary is, in truth, the battle of the ages. It is the front line where truth clashes with falsehood, and where Christianity confronts rival religions and philosophies. Words cannot be separated from ideas and thought. The term λόγος [logos] speaks to the profound relationship between ideas and expression. To utter a word is to give voice to an idea. Given that there are no neutral words, we must recognize that there are no neutral ideas. Every idea is shaped by presuppositions that either honor God or defy Him. Each use of a word becomes an act of worship, rendered either toward God or toward idols.

In our contemporary age, we witness bold attempts to redefine words: gender is used to redefine sex, homosexuality redefines sodomy, abortion reframes infanticide, social welfare masks theft, equality disguises envy, and humanism redefines the imago Dei.

Twisted Tongues & Sinister Semantics

We must recognize that no word is inherently evil; it is the use of a term that determines its moral character. A "bad word" is one employed inappropriately or out of place (Ephesians 5:4), wielded to corrupt truth, beauty, and goodness. A term becomes foolish or corrupting when it is used to erode or undermine virtue. Yet, there is a place for words that offend, especially when expressions of blatant evil are normalized and celebrated. Words that mock idols have their place; they serve to reveal the gravity of wickedness and the certainty of judgment. In a world that loves lies and idolizes appeasement, truth will always be perceived as offensive. A word of offense can be a potent tool to expose folly. We ought not to comfort idolaters in our discourse; rather, we should wield words that pierce the heart of their idolatry.

The enemies of God are not creators of words but perverters of them. They aim not to build or multiply, but to steal, kill, and destroy. They lack a cosmological vision or any aspiration toward eternal glory. Theirs is a hellish endeavor to incinerate worlds and the words that sustain them. Devils redefine words through perversion, sowing doubt and mistrust in the words God has called good, using them to mean something contrary to His intent. Their misuse of words is a deliberate effort to disrupt, distort, and demolish all that is true, beautiful, and good. Their vocabulary distorts logic and reason, casting shadows of confusion. The tongues of dragons are adept at calling evil good and good evil, often cloaking deception in a veneer of sweetness that beguiles the untrained ear.

The Call to Craft and Command

Christians, in embracing the calling bestowed upon them by God, must become adept wielders of words. They are called to intentionally craft words that elevate truth, beauty, and goodness across every sphere of life. Simultaneously, they must not shy away from employing combative words that righteously provoke shame and disdain in places where blasphemy and idolatry thrive. A vocabulary that mocks persistent folly is not merely permissible but necessary. The ultimate blueprint for Christians in wielding words is God Himself, who uses diverse expressions and tones to fulfill His purposes and display His glory through the power of His Word.

Christians should be pioneers and connoisseurs of poetry, prose, satire, sarcasm, comedy, and drama. They ought to be the composers of stirring battle cries, soothing laments, and jubilant songs of celebration. They should author iconic screenplays and theatrical productions that shape hearts and minds. They should write works of fiction that immerse readers in a world of adventure and wonder. When Christians fail to employ these forms of expression, they abdicate their divine calling to shape culture and instead cede that role to those who scorn God. The silence of Christians damns the world to ruin.

Christians must be vigilant not to surrender words to the world. If Christ is sovereign over every inch of the cosmos, then every word belongs to Him alone. While devils may attempt to wrest this glory from the grasp of the only true Lord of lords, they can never truly undermine His divine authority. Too often, Christians fear words and hastily abandon them at the mere hint of redefinition. In doing so, they permit the world to dominate the dictionary, thereby allowing it to propagate its godless ideologies. By conceding control of language to God’s enemies, Christians weaken their ability to be the salt and light of the world, confining their influence to the echo chambers of their own making.

Devils revel in promoting illiteracy and a constrained lexicon. Languages that lack terms for concepts such as dignity, stewardship, logic, ethics, morality, justice, and truth will, in time, find these virtues absent in their cultural fabric. self.__wrap_n=self.__wrap_n||(self.CSS&&CSS.supports("text-wrap","balance")?1:2);self.__wrap_b=(e,t,i)=>{let r=null==(i=i||document.querySelector(`[data-br="${e}"]`))?void 0:i.parentElement;if(!r)return;let a=e=>i.style.maxWidth=e+"px";i.style.maxWidth="";let n=r.clientWidth,o=r.clientHeight,s=n/2-.25,l=n+.5,d;if(n){for(a(s),s=Math.max(i.scrollWidth,s);s+1 {self.__wrap_b(0,+i.dataset.brr,i)})).observe(r)};self.__wrap_n!=1&&self.__wrap_b(":Rlbkvff6v9jta:",1)

Eloquent Architects & the Codifying of Language

Cultures that possess a restricted vocabulary are inevitably vulnerable to the perils of deception. Devils revel in promoting illiteracy and a constrained lexicon. Languages that lack terms for concepts such as dignity, stewardship, logic, ethics, morality, justice, and truth will, in time, find these virtues absent in their cultural fabric. It is thus strategic for Christians to disciple nations by imparting in them a rich and robust vocabulary. The codification of language—a hallmark of Christian cultural influence—has historically proven to be a formidable tool. Wherever the Bible has deeply influenced a society, that society has experienced a profound surge in freedom and flourishing. This is because the words of the Bible are infused with ultimate truth, beauty, and goodness. Christians who use the Bible as the foundational framework for codifying language are uniquely equipped to cultivate cultures that are vibrant, just, and prosperous.

Christians must also cultivate an eloquence that makes good and truthful words both clear and aesthetically compelling. Eloquence is not just a means to gain social status but a forge capable of crafting works that are both excellent and majestic in their presentation. It is an art form that should enhance truth and wisdom, imbuing them with persuasive power and showcasing their inherent beauty. When used effectively, eloquence can inspire the creation of grand artistic and architectural masterpieces, which are crucial for nurturing and preserving the highest virtues and enriching cultures.

Verbal Gravity and the Echoes of Impact

The words we choose in our interactions with peers, spouses, children, acquaintances, and strangers carry profound significance. Even seemingly insignificant words can cast a long shadow, leaving multigenerational impressions. The manner in which we employ and deliver these words is equally crucial. Words devoid of joy and hope fail to realize their full potential.

The impact of the words we read and confess are similarly profound. Our beliefs about truth and falsehood shape our convictions and actions. The creeds that articulate what Christians believe are not empty repetitions but foundational instruments through which cultures are forged. We should declare these creeds with enthusiasm and conviction as they anchor the beliefs, values, and practices of God’s people.

An excellent education enables students to wisely and competently wield words with skill and purpose in creating culture. This is why disciplines such as theology, music, critical thinking, rhetoric, literature, and classical languages hold such significance. No language is truly "dead" if it serves to build and sustain culture. The goal is not merely to produce students who can recite memorized words, but to cultivate their ability to use words effectively in advancing truth, beauty, and goodness in every sphere of life.

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A Speech That Showed Britain at Its Worst

The foreign secretary’s words are not just a blow to Israel.

As Israel was burying and grieving for the six hostages shot in the head by Hamas terrorists to prevent them from being freed by the Israeli military, British Foreign Secretary David Lammy gave a speech.

After a preface in which he described himself as a friend of Israel—“a liberal progressive Zionist,” no less—he announced the suspension of a number of licenses for arms exports to the Jewish state. He admitted that His Majesty’s government had not determined whether Israel had breached international humanitarian law, and he affirmed that the suspensions did not represent a determination of innocence or guilt. But apparently such uncertainties were irrelevant.

At its Churchillian best, Britain has saved Western civilization, not to mention laid the groundwork for the freedoms that those of us in the United States enjoy. At its worst, though, it gives the rest of the world reason to think that the phrase perfidious Albion has something to it. This is one of those occasions.

Begin with the timing, evidence of either exceptional callousness or, more charitably, exceptional incompetence on the part of the Foreign and Commonwealth Office and Lammy himself. Kicking a country as it buried its murdered hostages was bad form. But the best-known of these hostages, Hersh Goldberg-Polin, was a U.S. citizen whose parents had spoken with extraordinary dignity and passion at the Democratic National Convention and then, brokenhearted but full of grace, at his funeral. So if the kick was aimed at the Jewish state, it landed on Americans too.

Read: Hamas’s devastating murder of Hersh Goldberg-Polin

Lammy’s first excuse for suspending the licenses was that Israel could “do more” in Gaza. Precisely what more, he didn’t say, probably because he did not know. We have yet to hear from any British general on how they would have rooted out an army of tens of thousands of Hamas fighters in the most fortified urban complexes to see sustained combat since World War II. The British army today would struggle to put two brigades in the field (the Israelis have deployed more than a dozen in Gaza), and its last experience of urban combat, in Basra, Iraq, was not an encouraging one, as American commanders noted at the time.

Lammy’s second excuse was more absurd yet: that there is a “clear risk that the items might be used to commit or facilitate a serious violation of international humanitarian law.” Bombs being bombs, missiles being missiles, for that matter bullets being bullets, there is always a clear risk of weapons being used for such purposes.

The final, pathetic note here is that Lammy was announcing the suspension of only 30 of some 350 licenses, and he took pains to ensure that these would not affect anything that matters, certainly not F-35 fighters; nor, in his (admittedly suspect) judgment, would these actions have “a material impact on Israel’s security.” If so, other than a bit of moralistic preening, what was the point? Particularly when this political theater only strengthened the moral position and domestic standing of an Israeli prime minister whom the British surely loathe?

When Keir Starmer became prime minister with just 34 percent of the popular vote but more than 60 percent of the seats in the House of Commons, he promised to “end the era of noisy performance.” The foreign secretary may not have been particularly noisy in his speech, but he most definitely was performative. It is difficult to escape the conclusion that Labour was scrambling to buy off its deeply anti-Israel left wing, which, to his credit, Starmer was able to contain but not remove. Still, appeasement remains appeasement.

The episode has a broader significance than what it says about a novice foreign secretary, his inept staff, and an ever-present anti-Israel animus in the Foreign and Commonwealth Office. It reminds us that the special relationship between the U.S. and the U.K., is, in some areas, no longer so special—which is consequential.

Read: The woman keeping the “special relationship” special

To be sure, the Brits will usually show up when it matters. They took some shots at Iranian missiles heading to Israel; sent troops to fight alongside Americans even in ventures that seemed, to them, doubtful; batted away Houthi missiles flying over the Arabian Sea. Their intelligence services remain remarkable in their ability to gather and analyze both technical and human intelligence. They will, under good leadership, accept far more risk than their American cousins, including putting people on the ground in hazardous circumstances.

They can exercise political leadership as well. Ironically, perhaps the most vilified British prime minister of recent times, Boris Johnson, was positively brilliant in rushing to Kyiv, pouring in such aid as Britain could provide, and keeping up the effort even while not in office by trying to talk Donald Trump out of his hostility toward Ukraine. As American allies sometimes do, Johnson and a successor, Rishi Sunak, followed the United States from in front by getting tanks and long-range missiles to Ukraine, and then by persuading (and shaming) the White House and the Pentagon to imitate their example.

But then there are antics like this one. There will probably be more, because as politically incorrect as it is in modern Britain to admit, the British impulse to lead, to take risks on behalf of a cause like Ukraine, to stand up to Russian aggression, depends on its pride in its past. It is the impulse to do things that have weight and consequence, to take a stand, to dare and if necessary to fight.

As British cultural elites have turned on the British past and obsess about the sins of empire, as its own cancel culture has become worse than that of the United States (note, for example, the treatment of J. K. Rowling), as historical figures are judged only by the standards of early-21st-century principles, Britain’s will and ability to lead have declined, and will continue to do so.

And then there is the matter of Britain’s atrophying muscle. As much as Americans prize the Anglosphere, the fact is that the other English-speaking peoples, as Churchill once termed them, are militarily a disturbingly feeble lot. The British armed forces have fewer men and women under arms than Italy, and not many more than Greece. The Royal Navy has six attack submarines, fewer than 20 major surface combatants, and two aircraft carriers, for which it has struggled to get the airplanes. The Japanese Maritime Self-Defense Forces, by contrast, has 24 attack submarines, four small aircraft carriers, and 48 surface combatants. The British army has slightly more than 200 tanks. Poland has nearly 500 tanks and is acquiring well more than 1,000 more.

Australia, which often gets a pass from Americans, has similarly fallen behind: It is shrinking its deployable ground forces down from three brigades to two, and although it will acquire nuclear submarines, that is a long way off. Its other services are struggling to replace planes and ships, and in some areas (long-range strike aircraft, in particular), they are behind where they were decades ago. As for Canada, best not to ask about one of NATO’s worst free riders.

The Anglosphere is real in some respects, particularly with regards to intelligence-sharing, and to some extent a common commitment to the rule of law, the importance of free governments, and resistance to aggression. But in other respects, Americans are kidding themselves if they think the English-speaking states can generate the astounding forces that all of them—including Canada, Australia, and Britain—brought to the crisis of the West in the early 1940s. The numbers tell a different story from the one we would like to believe, which is why more attention to countries like Poland and Japan is warranted. And speeches like the one Lammy delivered help explain why the numbers are as bad as they are, and unlikely to get much better.

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