However, there may not be need for worry, as a number of articles have noted surveys that find the benefits of texting. One article states that the use of abbreviations has the opposite effect of what parents think. It argues that in order for these abbreviations to occur, the texters must have a high level of phonological awareness, which is a necessary English skill that connects letters to sounds. It states that texting “provides children with an additional resource for learning about and experimenting with letter-sound correspondences and language” (Vosloo, 2009, Crystal, 2008). Abbreviations require texters to understand the workings of letters and sounds and to know how they are put together (Trubek, 2012). For example, when they text 2nite, they understand that the number 2 needs the sounds of a “t” and an “o”. “Children first have to analyze a spoken word into its constituent phonemes before various (ortho)graphic representations for those sounds can be selected” (Wood et al., 2011). David Crystal (2008) points out that most …show more content…
One study notes that reading and writing textisms may prove to increase students’ confidence with manipulating language sounds (Bradley & Bryant, 1983 as cited in Kemp & Bushnell, 2011). Plester et al. also found that as a result of more text language use, children had higher vocabulary, word reading, and phonological awareness (as cited in Durkin, Conti-Ramsden, & Walker, 2010). This means that, at least for this age group, textisms have a positive effect on students’ spelling and writing skills. “Children who are good at quickly creating and interpreting textisms are also proficient at spelling and reading familiar and novel words from standardized literacy tests” (Kemp & Bushnell, 2011). So there is clearly a connection between texting and basic English skills because of their understanding of how words and sounds
In the article, “Does Im Make U dum”, the author states how instant messaging has made us become “dum”. The issue of using popular texting abbreviations like, “lol”, “brb”, or “gtg” can either be an effective or unproductive way of expression. Using abbreviations through texting are so commonly used by children, teenagers, and adults. Statistics show that children are younger than ever for when they are first exposed to mobile phones and text messaging. A 2005 ChildWise study that one-in-four children under the age of eight had a mobile phone.
Critique of Nell K. Duke and Victoria Purcell-Gates' Genres at Home and at School: Bridging the Known to the New Nell K. Duke and Victoria Purcell-Gates insightful article, "Genres at home and at school: Bridging the known to the new" reports on genres found at home and at school for two groups of young children from low-socioeconomic status (SES) backgrounds. Duke and Gates identify genres commonly found in both settings, as well as those commonly found only in one setting or the other. Children encounter many different kinds of text in their daily life. There are many different kinds of written language used for many different reasons, especially at home and at school. This article suggests ways that being aware of genres young children encounter at home and at school offer opportunities to bridge home and school literacies and enhance children's literacy development.
Three years ago, linguist John McWhorter spoke at a Ted Talk conference about whether texting is killing language and went so far as to question the definition of language itself. His video, “John McWhorter: Txtng is killing language. JK!!!” distinguished to the reader the difference between writing and speaking and how texting was one in the form of another. Texting, he said, is a way of writing as one speaks, or specifically fingered speech, rather than as many believe, a mutilated version of the English language. According to McWhorter, texting is becoming a second language for many people, and those who do text are actually, in a sense, being bilingual. Texting itself is not very different from a foreign language, other than for its strong
Although, some might say texting is changing the English language for the better in fact it is actually changing it for the worse because of how difficult it is to decipher the shortened meanings.
In the course of this class, we have discussed the differences between spoken and written language. And it has been generally agreed upon that spoken language is easier than written language. Yet, we seem to have agreed that it is necessary to have a strong grasp of spoken language before learning to write. This is the natural progression for children. They learn to talk first and then we move on to teaching them how to write. Keep this idea in mind. And I agree that spoken language is easier, in a conversational manner. We speak to our ...
Writing is linked to spelling and reading because reading depends on letter recognition. Students become familiar with letters through writing. When a student manipulates the curves and lines of letters, he uses sight and touch, which reinforces the shapes of the letters into memory. Learning about letters also promotes curiosity about their sounds. Sound and hearing is brought into play as the student begins sounding out letters and words. As they write, students learn that print is actually an ordered sequence of letters, instead of a random jumble. If a child does not learn to recognize letters and words instantly, he will have a very difficult time learning letter sounds and recognizing actual words. Learning to read will be extremely difficult.
In his article, Crystal claimed that texting helps children to be better at their spelling and writing and they tend to score higher on test of reading and vocabulary because of the abbreviations used in their messages. Although Crystal provides ample evidence that texting is not linked to a drop in linguistic standard, Penn State News entitled ‘No LOL matter: Tween texting may lead to...
It's taking over our lives. We can do it almost anywhere. What is it? It's texting! Texting is a reliable, easy and convenient form of communication that is most commonly used by, but not limited to millenials and those in the workforce. Many people use it as a way to express themselves as well. In Michaela Cullington’s article, “Does Texting Affect Writing?” she targets two different attitudes in relation to texting. Cullington explains that there is often an assumption that students who use abbreviations when they text, will bring those same abbreviations over to their formal writing pieces. Cullington then adds that the other attitude in relation to writing skills and texting insists that texting is harming student’s writing capabilities. Because of her research as well as experiments done by other colleagues of hers, it shows that
Text messaging has become a norm in our generation, as technology rapidly advances and gives way to more efficient forms of communication in a fast-paced world; and many are skeptical about the influence this new form of interaction is having on our society, especially with our younger generation. David Crystal, a professor at the University of Wales, writes “2b or Not 2b?” in support of text messaging. He insists, despite those who underestimate or negate the beneficial influence text messaging has on language proficiency, that “there is increasing evidence that [texting] helps rather than hinders literacy” and that the fairly recent form of communication has actually been around for a while and “is merely the latest manifestation of the human ability to be linguistically creative and to adopt language to suit the demands of diverse settings. In contrast, Jeffery Kluger argues in “We Never Talk Anymore: The Problem with Text Messaging” that text messaging is rapidly becoming a substitute for more genuine forms of communication and is resulting in difficulty among young peoples of our generation to hold a face-to-face conversation, engage in significant nonverbal expression, and ultimately build effective relationships with family, friends and co-workers. Both writers’ present valid arguments, however, my personal experience with text messaging has led me to agree more with Crystal’s view on the matter. Text messaging is indeed having a positive effect on society by making frequent texters primarily aware of the need to be understood, as well as offering betterment of spelling and writing through practice, and reinventing and expanding on a bygone dimension of our language through the use of rebuses and abbreviations.
In the sources that I found about text message and teen literacy, it showed and also informed me on how teens take the next talk to the classrooms in schools and how it creates bad grammar among themselves. During my research I found out that many kids and kids use shorthanded text and it affects their literacy in so many ways. We as teens don’t think that our findings will benefit anyone unless they want to have a short knowledge in grammar. As teens we don’t really see how doing something wrong can harm us. Such as texting shorthanded, and with silly faces. It affects our literacy by not knowing how to correctly punctuate their words, grammar and speaking. In the research that I looked up, that teens send about one thousand eight hundred
Reading is a complex process that’s difficult to explain linearly. A student’s reading capabilities begin development long before entering the school setting and largely start with exposure (Solley, 2014). The first remnants of what children are able to do in terms of reading are built from their parents and other people and object around them as they’re read to, spoken to, and taken from place to place to see new things (Solley, 2014). As kids are exposed to more and more their noises quickly turn into intentional comprehensible messages and their scribbling begins to take the form of legible text as they attempt to mimic the language(s) they’re exposed to daily.
Drouin, M., & Davis, C. (2009). R U Txting? Is the Use of Text Speak Hurting Your Literacy?. Journal of Literacy Research, 44(1), 46-67. Retrieved from http://eric.ed.gov/?q=texting+spelling+grammar&id=EJ862013
Drouin, Michelle, and Claire Davis. “R u txting? Is the Use of Text Speak Hurting Your Literacy?.” Journal of Literacy Research 41.1 (2009): 46-67. Humanities International Complete. EBSCO. Web. 25 Oct. 2011.
Texting is killing language,” Ted starts off the video by saying that “The idea is that texting spells the decline and fall of any kind of serious literacy, or at least writing ability, among young people in the United States and now the whole world today (Ted, 2013). Throughout the film discussion, what stuck out to me the most was how drastic language has changed via technology.
Text messaging is damaging our literacy and communication skills as a society. Calling someone on the phone or writing them a letter is rapidly becoming a thing of the past. There is a new language that is being learned and not taught across the globe. It is the language of Textese, and it has quickly consumed the lives of millions across the world. There will always be the protector of language arts. These are the shrinking number of people everyone knows, that will continue to handwrite letters and sign them with proper English and etiquette. It may be as simple as picking up the phone and calling a friend or relative. It may be even simpler than that, in that people put forth an effort to talk to the person sitting next to or across from you and engage them in a conversation. Texting and textisms have become so common and widespread that using proper English, correct spelling, and full sentences is also becoming a thing of the past. People that constantly use text and instant messaging may have difficulty with literacy and expressing themselves in writing form. The research shows that text messaging has deteriorated how we communicate and express ourselves because textisms have become an easier and quicker form of communication that has affected literacy in children and adults.