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John Jezzini | Student Literacy and Text Messaging: How Do They Interact?

Is there a correlation between texting and low literacy levels? This is still a highly debated topic. Some people think that texting is a useful way to communicate and indicates how our language develops. Some people think it makes you look less professional in the workplace, reduces the effectiveness of your written communications, and damages grammar. Since 1994, there has been much back-and-forth over this. However, concerns about language and technology use are not novel. Recent studies have provided fresh light on the benefits and drawbacks of texting. Many language experts currently consider texting to be its distinct language. Abbreviated text, new spellings, and even new words result from advances in writing technology.

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The general population believes that texting harms kids’ and teens’ language skills and leads to illiteracy.

A Study of the Impact of Text Messaging on Students’ Literacy.

Nowadays, texting is a commonplace activity among many youngsters. Textisms can be seen in a large percentage of today’s text messages. Textism is starting to become more accepted among the younger generation. Teachers and journalists are concerned that kids’ texting habits could harm their literacy development. The biggest problem is that students do not discern when they need to write professionally without using textisms and when writing informally and using textisms is allowed. Further longitudinal research on the same population may help scientists identify if texting has a deleterious effect on literacy. Research could reveal whether or not people’s textisms from informal messages make their way into their more formal professional writing.

According to the available data, the effects of texting on students’ literacy levels have been mixed. Texting has aided pupils’ literacy in several ways. Texting has helped children improve their literacy in various ways, including improved spelling and more advanced literary abilities. Regarding pupils’ reading and writing abilities, texting has also had unintended consequences. There has been a rise in the use of text messaging among students has been followed by an increase in the frequency with which they make grammar and spelling mistakes. Although texting has become an integral part of students’ everyday communication, it is impossible to eradicate it, and its existence poses academic challenges for students every day. Because of the benefits and drawbacks, it offers pupils; it cannot be called wholly beneficial or detrimental.

Negative Impact of Text Messaging on Literacy

As a society, we are losing reading and communication skills due to the rise of texting. The practice of communicating with others through more traditional means, such as phone calls or letters, is fading away. Everywhere in the world, people are picking up a new language they aren’t taught. Textese is the language that has rapidly taken over the lives of millions of people throughout the world. A defender of the linguistic arts will always be there. The number of individuals you know who still write letters on paper and sign them with a cursive signature while using good English and etiquette is dwindling. Sometimes all it takes is a call to an understanding soulmate. The simplest explanation is that people attempt to initiate a conversation with someone sitting next to or across from them. Due to the increasing use of texting and texting slang, standard English, including grammar and punctuation, and the use of whole sentences, is declining. Those who rely heavily on texting and IMing may need help writing clearly and articulately. Research demonstrates that texting has reduced reading levels in children and adults since textism has become a simpler and faster way of communication.

Many people now rely on their mobile phones for nearly all of their communication, which may be detrimental to their language, literacy, and spelling development. Many people, especially teenagers, rely only on their mobile phones for all their communication needs. They have, in some situations, rendered the idea of having a traditional home or office telephone obsolete.

How Texting Impacts Grammar and Literacy

Thanks to the Internet and other technical developments of the past few decades, texting has become a common means of communication. Due to the limited time spent texting, a truncated language known as “textese” has become widely used. Many may worry that texting harms linguistic competencies like spelling, vocabulary, and grammar because of the language’s casual tone and flagrant disrespect for standard conventions. Nonetheless, there are some surprisingly good findings from studies of texting’s effects. There are several situations in which texting can be helpful to a person’s literacy and language skills.

According to the research, texting greatly impacts both children’s and adults’ reading and grammar skills. Studies in the United States and Britain have found “no substantial, negative associations between the use of textese and traditional measures of literacy,” Some have even found positive impacts among children and almost no effect among young adults. Given the wide range of human and contextual factors, it is challenging to identify reliable patterns and consequences of texting and, even more so, to link low literacy levels specifically to texting.

John Jezzini research highlights how important it is to distinguish between intentional misuse of grammar and spelling rules and simple misunderstanding. There is no evidence that people are becoming oblivious to the correct grammar and syntax of ordinary English due to the prevalence of textspeak. Even if they only sometimes use the most effective one, people are aware of two unique modes of communication.

Sure, texting can’t replace classroom instruction in a foreign language, but it’s better than nothing. People of varying linguistic abilities may benefit from using text messages.

Contrary to popular belief, texting can have positive effects, especially on young people’s development. According to the studies, kids who text a lot are more likely to be proficient readers. John Jezzini argues that “it appears doubtful that texting, on its own, hinders children’s development of the vital reading and writing abilities that they require in the classroom” because a child’s texting proficiency correlates with his spelling and reading proficiency in normal English. Research shows that children’s literacy levels are not negatively impacted by texting.

The beneficial impacts of textese on kids could be attributable to several factors. Some people think kids enjoy texting because it allows them to experiment with language without worrying too much about correct grammar, spelling, and punctuation. The more fun kids have texting and using language in this context, the more likely they will like and appreciate other literacy-based pursuits, increasing their interest in language use. According to John Jezzini, the sheer act of interacting with text, whether by typing or reading it, serves as a practice of a sort and develops children’s awareness and competence in reading and using text. There is a correlation between their use and the improvement of phonological awareness and phonological processing, both of which are important for spelling growth. Children’s language skills improve just from being around more people who speak the language and using it in more contexts.

Texting can aid kids in learning to recognize and switch between different registers of speech and writing, as well as the contexts in which each register is most appropriate. Young people who text often may reap benefits similar to those enjoyed by those who are raised bilingually. It’s possible that shifting between textese and regular English uses the same cognitive processes as translating between languages. John Jezzini argues that bilingualism improves one’s ability to filter out irrelevant information while focusing on what’s most important in any given situation, regardless of language. They can gain advantages by employing a similar method when deciding between different writing and speaking modes.

Researchers have observed that kids’ texting improves their grammatical skills and reading and writing. The benefits of texting on grammar are generally good, much like those on fundamental reading skills. Research suggests that texting can improve language skills like reading and writing. The benefits of texting are greatest for youth, but it is also probably innocuous, if not advantageous, for adults. Children’s grasp of grammar can be improved by texting because of the varied circumstances in which they are exposed to text. Several rules are broken when texting, but as long as the difference between registers is recognized and each register is utilized effectively, we don’t need to worry about texting damaging our language skills.

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