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Lol 2

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Lol 2

  1. 1. Team LOL Presents… How Texting Improves Literacy
  2. 2. TEXTISM HAS HISTORICAL ROOTS  Its true origin was gradually forgotten. OK used such familiar sounds that speakers of other languages, hearing it, could rethink it as an expression or abbreviation in their own language. Thus it was taken into the Choctaw Native American language, whose expression "okeh" meant something like "it is so”. (1) -Allan Metcalf, author of OK: The Improbable Story of America's Greatest Word  ”Texting has features that correspond to spoken language, in its dialogic character, with several conversational „turns‟ sometimes being recorded, but these messages also make use of grammatical omissions that are rarely observed in spoken language (A. F. Gupta, personal communication, November 2005) and so cannot be said to be truly a written form of spoken language. Another characteristic that sets texting apart from spoken language is the phenomenon of hyperpersonal communication (Walther, 1996), wherein texting allows management of impression and message to a greater extent than realtime conversation or Instant Messaging (IM) (Reid and Reid, 2004, 2005), while still allowing dialogic exchange in a relative short time span.” (2)  “The actual definition of textisms includes any use of a shortened word or acronyms, and both the Summerians and telegraph operators used textisms long before cell phones and texting were even an idea.”
  3. 3. TEXTING HELPS STUDENTS READ  “In other words, contrary to what you might think when faced with “creative” usages such as ur for your, 2 for to, and w8 for wait, kids who text may be stronger readers and writers than those who don‟t” (3)  “The use of “ extism" abbreviations such as LOL (laughing out loud), plz (please) and xxx (kisses) by children can indicate successful development of reading and writing ability, a study has revealed” (4)  “Back in June, I read an article on the Oxford University Press English Language Teaching blog entitled “Using Technology to Improve Writing Activities” (Silva, 2012). Anna Silva, a language teacher in Brazil, found that teaching students how to write with the tools they already love has been very helpful. I would like to add my own thoughts to this idea, adding my own experience to Silva‟s.” (5)
  4. 4. TEXTING PROVIDES MORE READING/WRITING PRACTICE  “Youth today of all walks of life write constantly outside of school— email, social media, texting, etc. Don‟t expect them to stop as they age. Even if it‟s not formal school writing, such constant practice with writing has real benefits to their overall skills with literacy.” (6) -Andrea Lunsford, Professor at Stanford  “It is also possible that textism use adds value because of the indirect way in which mobile phone use may be increasing children‟s exposure to print outside of school,” said the report, funded by Becta, the Government‟s education technology agency. ” (7)  "'Texting also appears to be a valuable form of contact with written English for many children, which enables them to practice reading and spelling on a daily basis.” (8) -Psychologist Dr Clare Wood
  5. 5. INVENTING NEW TEXTISMS IS CREATIVE  “One of them, Morgan, pecks out a quick message to Hannah just moments before her mom‟s minivan pulls into view. “Waiting for trin she said shed brb. mom is l8,” she types. “But i c her now so ill just ttyl.” Say what? Translation: “Waiting for Trinity, who said she‟d be right back,” Morgan said. “My mom is late, but I see her now, so I‟ll just talk to you later.”(9)  “The most widely used American word in the world, OK, was invented during the age of the telegraph because it was concise. No one considers it, or abbreviations like ASAP and IOU, a sign of corruption. More recent textisms signal a similarly creative, bottom-up play with language: “won” becomes “1,” “later” becomes “l8r.” After all, new technology creates new inertia for change: The apostrophe requires an additional step on an iPhone, so we send text messages using “your” (or “UR”) instead of “you‟re.” And it doesn‟t matter—the messagee will still understand our message.” (10)
  6. 6. Dr. Thurlow’s Research  In 2003, he described texting to be “adaptive and additive rather than necessarily subtractive”  Texting involves a person having to have good linguistic abilities and skills to successfully text.  Researchers did a study on the use of texting within pre-teens and found out that the results did not support any negative comments about texting but instead texting assists the development of their literacy skills.
  7. 7. Textism boots phonology  "The article claimed that texting on a cell phone can actually improve spelling in kids.  A recent Nielson survey states that the average American teen texts 3,339 messages per month.  According to the article, two recent studies have proven this idea to be true. A British study that was published in the Journal of Computer Assisted Learning concluded that texting helped in the development of phonological awareness and reading skills.  second study was published in the Australian Journal of Educational Development & Psychology and concluded that texting improves spelling because phonological skills are also increased.”  www.polleverywhere.com: This website is a way to gather live responses in any venue: including schools! You can easily creat polls that can be text to students who then respond. Students can then view the results of the poll.  www.clickerschool.com: This amazing website allows students to choose multiple choice and short answer questions via cellphones.
  8. 8. WORK CITED (1) "Philippines." - Research Paper. N.p., n.d. Web. 10 Dec. 2013. (2) "How 'OK' Took over the World." BBC News. BBC, 18 Feb. 2011. Web. 10 Dec. 2013. (3) "TEACHERS." Scholastic Teachers. N.p., n.d. Web. 09 Dec. 2013. (4) "Text Messages 'help Improve Children's Reading Ability'" The Telegraph. Telegraph Media Group, 19 Jan. 0019. Web. 09 Dec. 2013. (5) "How Blogging, Texting, and Twitter Can Help Students Learn." TeachThought. N.p., n.d. Web. 10 Dec. 2013. (6) "Clive Thompson on the New Literacy." Wired.com. Conde Nast Digital, n.d. Web. 09 Dec. 2013. (7) "Text Messaging 'improves Children's Spelling Skills'" The Telegraph. Telegraph Media Group, 29 July 0020. Web. 10 Dec. 2013. (8) "Children Who Regularly Text Message Have BETTER English than Those Who Don't (even If Thy Use Txt Spk)." Mail Online. N.p., n.d. Web. 09 Dec. 2013. (9) "This Is Why Texting Teens Are Smarter Than You Think." Mobiledia. N.p., n.d. Web. 09 Dec. 2013. (10)"Andy Blanks.com." Andy Blankscom. N.p., n.d. Web. 10 Dec. 2013. (11) "ClickerSchool." - Create, Click, Play. N.p., n.d. Web. 10 Dec. 2013. (12)"Live Audience Participation." Poll Everywhere. N.p., n.d. Web. 10 Dec. 2013. (13)"Text Messaging: Basically Addictive or Essentially Additive?" Decoded Science. N.p., n.d. Web. 10 Dec. 2013.

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