Adults often worry that teens who text using emoticons and other textisms such as letter/number combinations (such as “2moro” for “tomorrow”) or shortened forms (such as “bro” for “brother”) lead to less proficiency in spelling and other aspects of traditional written communications. However, a recent study reported in the British Journal of Developmental Psychology reported that there was no correlation, or relationship, between students’ use of textisms and their capacity to use traditional spellings and language features.
The same study speculated that students who use cell phones (called mobile phones in the United Kingdom) may have earlier exposure to language expressed as text in general. As a result, it may be that their proficiency with language actually increases. The study is careful to report that the data must be taken in context; for example, it would not be correct to assume that teens who text excessively will automatically be more proficient users of language in other ways.
Different Registers for Different Purposes
Teens are well aware of different registers, or norms for using language. They know what to say when teachers or parents are listening and how to communicate with their peers. Adults are, as well. The language one uses in the break room at work may be substantially different from that used in a sales presentation or in a conversation with a supervisor.
Some theorists, such as Tom Welch in a 2007 interview, explored responsible use of technologies. He thinks of textisms as a separate register or even dialect to which students can readily adapt. Simply put, there is nothing wrong or improper about teaching teens to use language in different ways depending on the context and medium of the communication.
Texting in the Classroom
Some innovative teachers are using texting as a learning tool. Justin Reich reports that some teachers encourage their students to use texting as a way of critically investigating topics as diverse as Socrates’ ideas or ancient Chinese philosophers. It may not be too unusual to have students text a response to a classroom discussion rather than raise their hands and wait to be recognized. Indeed, it may increase participation if all students in the room can send a text while only a few can be called on after raising their hands.
Norms for Texting
Parents use texting to improve communication with their teens. Nancy Frey and Doug Fisher write about their courtesy policy in a California high school. Some schools, rather than ban MP3 players, websites, and cell phones, teach students the norms of using personal electronics. They recommend that students receive feedback about their technology use rather than punishment or outright banning. When students are in face-to-face situations, the person in the room should take precedence over an incoming text message, for example. Having ear buds or headphones on during a class presentation is not acceptable, but it is okay if one is studying in the library, as well. Teachers and students remind each other of these norms as they arise.
Technology changes quickly, and as a result, parents and teachers cannot always keep up. However, when adults respond by looking for potential benefits and setting clear norms for behavior, teens can benefit through increased access to written forms of communication and improved social skills.
For definitions of these services, see a short glossary of terms on Suite101.com.
Sources:
Frey, N., & Fisher, D. (2008). Doing the right thing with technology. English Journal, 97(6), 38-42.
Plester, B., Wood, C., & Joshi, P. (2009). Exploring the relationship between children’s knowledge of text message abbreviations and school literacy outcomes. British Journal of Developmental Psychology, 27(1), 145-161. doi: 10.1348/026151008X320507
Reich, J. (2008, May 13). Turn teen texting toward better writing. Christian Science Monitor [Online edition]. Retrieved March 31, 2009.
Wolsey, T. D. (2007). An interview with Tom Welch. The California Reader, 41(1), 53-62.
Tom Wolsey - Tom Wolsey, Ed.D., is an educator and author. His articles on literacy have appeared in professional publications such as Action in ...
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