ajlee – Multiliteracies in ELA Classrooms

IM language and Intuitive Text

In Baron’s article “Instant messaging and the future of language discusses the importance in distinguishing “creativity and normative language use”, the author suggests that there is a concern regarding whether younger students, who are early in adapting instant messaging language might hinder the acquisition of formal writing skills. This article was written in 2005, and engagement in instant messaging has come a long way with with the invention of smart phones. During our class discussion we talked about the difference between autocorrect and intuitive text. I argued that the intuitive text technology in smart phones actually promotes literacy. I have two reasons for this. The first is a personal experience I have had. I have seen myself shift back to formal spelling in most of my IM conversations on my phone, and it makes me aware of spelling words correctly since I need to have an idea of how to spell something to be able to swype the word. I have reverted back to using correct spelling simply because it is easier that tapping the tiny keyboard on my screen.

The second is an example that I shared in class. My mom recently bought a smartphone, and prior to that she owned a flip-phone that she only used for calling out and receiving phone calls. She was not comfortable with texting due to her perception of her English language literacy levels. However, since familiarizing herself with the smartphone and the app, “WhatsApp”, she started to message me. She told me that she loved that her phone gave her word suggestions and spelling corrections, and many times she will say to me “Angela, I learned how to spell another word today!”

Furthermore, after having the opportunity to view John Mcwhortor’s TedTalk during class. His asserted that IM/texting language or what he calls “fingered speech” showcases young people’s ability to be flexible and intelligent in the way they negotiate their use of the English language. I especially enjoyed his point that people who use “fingered speech” are literate in formally written English and can switch between different registers. However, if you were to ask an adult who has not had experience with “fingered speech” they might not be able to decipher what is being communicated.
In short, I think it important for students to understand the time and place for the use of different registers in language and as teachers, we definitely need to be cognizant of teaching students which spaces allow for different registers as it arises in specific cases in our classroom, but overall, in my experience during practicum, most students are able to differentiate their use of IM language from formal language in their written work.

Works Cited:

Baron, Naomi S. “Instant messaging and the future of language.”Communications of the ACM 46.7 (2005): 30-31. Web. 8 July 2014.

John McWhorter TedTalk: Texting is killing language! JK!!!

— Angela Lee

Learning Principles from Video Games Applied to the Classroom

“What you learn when you learn to play a video game is just how to play the game”. James Paul Gee outlines this as a dismissive statement from people who devalue the learning benefits of playing video games in his article “Good Video Games and Good Learning”. He explains that students should be “learning how to play the game” within their classes in school (Gee, 2005, p.34). As part of my teaching philosophy I aim to guide students in learning how to be self-aware of their own learning styles and how they best acquire and negotiate knowledge. Education is much more than learning the content. I believe that students will be much more successful when they can identify how they learn, instead of solely what they have learned. I strongly agree with Gee’s article as he argues that there are many valuable aspects of “video games [and how they] incorporate good learning principles” and that educators should investigate this idea to engage and motivate students in the classroom (p. 34). I am a strong proponent for promoting and facilitating fun and learning conjointly in school. I strongly agree with the learning principles that he puts forth in his article. If teachers can incorporate some of the learning principles Gee identifies, then they can assist students in navigating their educational endeavours.

Reflecting on my practicum, I had the opportunity to teach Social Studies 8, and it was definitely out of my comfort zone since I have only been prepped to teach English. I had to stop myself from worrying and instead ask myself “How can I make this fun, for both, my students and I?”. During a unit on Feudalism and the Middle Ages, I challenged myself and the students by creating a final project where they got into groups and had to write a script for a mini-play depicting a conflict that could occur within the hierarchy during the time period and then perform it for the classmates. At the end of the unit, I asked students to fill out an anonymous feedback slip and students communicated that it was one of the more exciting projects they have completed. I received comments that expressed how they enjoyed the flexibility and creativity that the project allowed and their positive regard in being to able to verbally and kinesthetically communicate the content they learned. As I read Gee’s article, I made many connections with this experience. To name a few of them, many of the students enjoyed this project the same way some people enjoy video games. Before they started the script writing process, I asked each student to be responsible for creating a character for themselves by completing a character bio worksheet, which matches with Gee’s learning principle 1. “Identity”. Students became committed to their self-designated characters within their project (p. 34). It also offered “challenge and consolidation” since it allowed students to create their own problem or conflict and write a solution to resolve it, while applying and synthesizing the content, which creates “a mastery” of key concepts from the unit. As well, this project connects with principle 2 and 3, “interaction” and “production” (p.34,35). Students were able to work together to make decisions and offer feedback in the script writing process.

Overall, the question Gee poses about how video game creators and educators ask a similar question of “How do you get someone to learn something long, hard and complex, and yet still enjoy it?” is definitely worth taking time to consider (p.34). I think it would be great if we could harness the enticement and motivation video games create and bring that same attitude into the classroom. It would definitely change the classroom environment into a much more engaged place where students will be more invested in learning.

Gee, J. (2005). Good Video Games and Good Learning. Phi Kappa Phi Forum, 85(2), 33-37.

Angela Lee