The sociolinguistic influence of text messaging on writing English [PowerPoint presentation]

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dc.contributor.authorDaley-Morris, Paula
dc.contributor.authorDevonish, Hubert
dc.date.accessioned2013-07-10T15:12:40Z
dc.date.available2013-07-10T15:12:40Z
dc.date.issued2013-07-10
dc.descriptionPaper presented at the Biennial Conference of The University of the West Indies Schools of Education, 23-25 April, 2013, St. Augustine, Trinidad and Tobagoen_US
dc.description.abstractThis presentation explores the sociolinguistic influence that young children's use of text messaging writing systems in their everyday lives have on their ability to write in Standard English in formal educational contexts. The issue of texting language's interference with the writings of children during schoolwork has come to the fore in recent times. Teachers and other educators have posited that this uneducative practice is an obstruction to good writing and disrupts literacy development. The researchers conducted an experiment to understand what happened when 72 Grade 5 Jamaican children were asked to write an essay, composition, or a few sentences using text messaging and later translate them into Standard English. This paper discusses the sociolinguistic practices that children employed in order to construct the samples that utilized text messaging language. It also explored the level of scribal accuracy that children were able to demonstrate through the translated samples. The findings that resulted explain the possible relationships that writing in text messaging has on children's writing in Standard English Languageen_US
dc.identifier.urihttps://hdl.handle.net/2139/15989
dc.language.isoenen_US
dc.subjectPrimary school studentsen_US
dc.subjectLanguage educationen_US
dc.subjectWritingen_US
dc.subjectText messagingen_US
dc.subjectSMSen_US
dc.subjectSociolinguistic influencesen_US
dc.subjectConference papersen_US
dc.subjectJamaicaen_US
dc.titleThe sociolinguistic influence of text messaging on writing English [PowerPoint presentation]en_US
dc.typePresentationen_US

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2013 UWI Schools of Education Biennial Conference