Multiliteracies in ELA Classrooms

In response to the assigned reading, I decided to actually post a few interesting video clips that I came across in preparation for my presentation on this topic.  I will discuss these in conversation with the reading as well as the following questions:

• What types of digital games are there and how do youth engage with these forms?
• What are the possibilities of gaming for learning.

Dragon Age: Inquisition

DRAGON AGE™: INQUISITION Gameplay Series — E3 Demo Part One: The Hinterlands

This is a demo that came out a few days ago and I found that this was a very interesting piece, not only because it touches upon many of the key points addressed in the article, but because it is an organic representation of these principles because this demo was primarily put together for marketing purposes; therefore, the points that the designer addresses in this demo are the points that he feels are important to mention for the purpose of making sure that this game sells.

Here are some of the common ideas that are presented in the article and this demo:

Identity:

• “Good video games capture players through identity…players become committed to the new virtual world in which they will live, learn, and act through their commitment to their new identity. Why should the identity of being a scientist and doing science be less appealing?” (Gee, 34).

Agency:

• “Thanks to all the preceding principles, players feel a real sense of agency and control and a real sense of ownership over what they are doing. Such ownership is rare in school” (Gee, 36).

Production:

• “Even at the simplest level, players co-design games by the actions that they take and the decisions that they make…At a higher level, many games come with versions of the software with which they are made, and players can modify them… Players help “write” the worlds in which they live — in school, they should help “write” the domain and the curriculum that they study” (Gee, 35).

Customization:

• “Players can usually, in one way or another, customize a game to fit their learning and playing styles. Games often have different difficulty levels, and many good games allow players to solve problems in different ways…Customized curricula in school should not just be about self-pacing, but about real intersections between the curriculum and the learner’s interests, desires, and styles” (Gee, 35).

These three points identify the elements in a good game that allow the player to become fully invested in it.  The ability to approach problems and tasks from different ways and using different strategies, and that the choices that you make and the way you choose to solve those problems actually impact how the game will unfold is a huge factor is what makes a game enjoyable for many people.

In the game demo, you will notice that the “customization capabilities,”  “strategies” and the impact of your decisions on the world of the game are all points that are highlighted, largely because they are qualities that are important to the target audience.

In terms of teaching, these are tools that we can use in our teaching practice to engage students with what they are learning.  If they are presented with choices and multiple ways to approach a task or demonstrate their skills and knowledge, then they will be able to choose what works best for them; this will help them develop a deeper sense of meaning and personal attachment to what they are learning.

System Thinking:

• “Games encourage players to think about relationships, not isolated events, facts, and skills. In a game such as Rise of Nations, for instance, players need to think of how each action taken might affect their future actions and the actions of the other players playing against them as they all move their civilizations through the ages. In our complex global society, such system thinking is crucial for everyone” (Gee, 36).

 Smart Tools and Distributed Knowledge:

• “The virtual character or characters that one manipulates in a game — and many other aspects of the game world — are, in reality, ‘smart tools’…The core knowledge needed to play the game is…distributed among a set of real people and their smart virtual characters” (Gee, 36-37).

Cross-Functional Teams:

• When players play a massive multiplayer game such as World of WarCraft, they often play in teams (parties) in which each player has a different set of skills…Players must each master their own specialty…but they also must understand enough of each other’s specializations to integrate and coordinate with the others (cross-functional understanding)” Gee, 37).

These three points highlight the importance of actual mechanics within the game that actually allow the player to succeed and complete the game.  This involves establishing connections between individual actions/choices to the “bigger picture” and recognizing those tools within the game that are actually there to help you (like the individual skills of your party members or random encounters in your environment that might turn out to be helpful).

While it is not specifically referenced in the demo, you can see that there are different roles and functions within the members of your party.  The player can even move within the party (“putting on the skin” of each party member”) and strategically place them where they are needed.

In terms of teaching practice, these points address both cooperative learning (which, as the article mentions, is a skill that is important for when students enter the workforce) and the ability to recognize the skills and concepts they learn in class as tools to help them succeed and move onto more interesting, complex ideas.

C.A.R.: “The Tri-Force of Needs Fulfilled By Gaming.”

Game Theory: Why You Play Video Games

I found this video to be interesting because it addresses a broader “gaming spectrum” than just the “roleplaying game” (which is the focus of assigned reading).

There are three points that are addressed in this clip that are worth mentioning that are related to the needs that are fulfilled when playing video games:

1. Competency: The feeling of mastery and the sense that you are growing, learning and progressing.  The games that emphasize competency are the ones that you can progress through quickly and rack up levels, high scores, bigger and better toys/weapons/armour, and other visual indicators that resemble success and growth; these in turn allow you the tackle bigger, more complex problems and tasks.  “The more I play, the more competent I feel.”
2. Autonomy: The sense that you have control over your actions and the world around you; love uninhibited choices.  It’s not just about choices but meaningful choices that have (or at lease appear to have) a real impact in the game.
3. Relatedness: The need to feel like we matter to others and that we are making a contribution to society.  People who like these games view gaming as a social experience that allows them to connect with people and friends and will likely enjoy multi-player games.

These three needs are addressed in varying degrees in different games.  Likewise, different people will be drawn to different games to suit whatever their needs are at that point in time.  I think these are important points to consider for the different students in our classrooms and how we can adapt our teaching practices to suit the needs of different students.  Sometimes students want a variety of meaningful choices.  Sometimes they will want to work with friends.  Sometimes, they will just want simple “checkup” assignments so that they can just simply see how they are growing and learning without a whole lot of muss and fuss.  Different students will have different needs at different times during their development as people (or even during the week) which is why it is important to have variety.

Video Games as Conversation Pieces on Social Justice Issues in Popular Media

Both of these hyperlinks link to interviews with staff from BioWare, the same Canadian video company behind the Dragon Age series (that I referenced at the beginning of this entry series).  Something I w0uld like to continue exploring is the use of video games (and other popular media) to critically address issues of social justice (particularly racism and sexism) in popular media.

BioWare’s Heir On Sexism, Racism, Homophobia In Games

This link is an interview with Manveer Heir, designer of Mass Effect 4 (which is part of BioWare’s Mass Effect series).  In this interview he discusses how BioWare is trying to push the boundaries of what is considered acceptable  and “sell-able” when it comes to how gender and sexuality are represented in popular media (like video games).  He discusses some interesting point, such as how some consumers and developers try to “excuse” sexism and homophobia in video games by talking about the time period or mythology of the game in question (“this is a medieval game so we will portray women in marginalized roles”).  He also raises an interesting point about the importance of pushing those boundaries and addressing those controversial issues arise, and how game developers have a responsibility in those conversations:

“You’ve got to speak up as a developer any time you see something that you don’t like. I know I always do that. I’m the first person to go, “This is problematic for me and this is why,” and you’ve got to at least bring it up and give someone the chance to fix the problem. Ultimately, we all have bosses in the world so unless you’re a one person studio so you can try to influence it up, sometimes you may change people’s minds and sometimes you won’t. I think if you have the conversation in general, people’s minds will get changed eventually – even if not in some specific instances.”

Sexism and Sexuality in Games

This is a clip of a much longer talk given by David Gaider, the lead writer of the Dragon Age series.  It raises some interesting points about the roles that game developers play in creating broader “norms” with the choices that they make when they are developing their games.  He says that every time a game gets released, the developer is making a statement about what “normal,” that is targeted to their audience (which usually ends up being as many people as possible so that they can sell more games).  He raises some interesting questions, such as:

• Could this lead role be played by a woman?  Why or why not?
• Could this lead role be played by a homosexual man/woman (or someone else from a “marginalized” sexual orientation or sexual identity)?  Why or why not?
• Could this role be played by a man (in reference to a woman who is either hypersexualized or in a marginalized role)?
• What statement about “normal” am I making to the men in my audience?  To the women in my audience?

These are interesting (and important) questions that would be worth presenting to the class when addressing any popular media in the classroom.

In Conclusion…

The assigned reading for this topic highlights some important things that teachers can learn from video game designers.  Other areas that might be worth exploring with our students is how different issues are represented in video games (as a form of popular media that is always engaging with the conversation on “what is normal”).

(Sarah Lowen)

I really enjoyed reading James Paul Gee’s article “Good Video Games and Good Learning”. There are several reasons for this: I enjoy reading classical literature, I enjoy playing video games (on or offline; single or multiplayer), and I enjoy interactive learning through the incorporation of technology in the classroom. I was hooked by Gee’s personal narrative at the opening of his article: he talked about the curiosity he had while watching his son engage in a child-starred game. He wanted to play the game to see what was so fascinating about this playing experience (Gee, 2005, p.33). From there, he began to look into how game playing can be used as a model for in class education.

What Gee claims holds us back from using games as a method of learning is the content found within games (p. 34). Some people may believe that when you play a game, you are only exposed to content (or game) specific material. For example, if one is playing a video game set in a distance fantasy world, the content they are being subject to is not real or applicable to the lives they live here on Earth. However, games require learning of content and processes, which is something that teachers should be doing within their classrooms as well. For example, an English teacher needs to ensure their student can read and write before expecting them to write an essay. Just like the person playing the fantasy space game, the student will need to learn the rules of the game, how to operate the technology, and solve problems within the game itself.

The best section of the article was the list of learning principles that Gee claims are found in good games that should also be found in the classroom setting. The principles of learning that I feel are most important to include in the classroom are the principles of interaction, risk taking, and performance before competence. Interaction is important no matter where you are or what you are doing: engagement occurs when your actions are required for something further to happen (p. 34). Gee also states that in good games, and good learning, players or students are encouraged to take risks (p. 35); in most schools, we discourage risk taking in our Grecian Urn model of teaching: we assess summative work and give students a value based on what marks were deducted or “wrong”. This can hinder students from experimenting with their own inquiry based projects, because they are afraid of handing something in that is less than “perfect”. This is a serious flaw in our education system. This could be changed through the incorporation of a more problem or project based teaching curriculum in which students are given the opportunity to explore and use a genre, style, or method before knowing all the rules. This performance before competence approach (p. 36) could actually encourage our students to be more creative and engaged with topics and material.

References:

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

While we focused mostly on the benefits of graphic novels in the classroom for our presentation, the article we summarized was mostly discussing the use of “image” in general and how any type of image when used in conjunction with the written text, can be of use in the classroom. For my part, what I find most beneficial with using imagery and text together is how it can help in differentiated learning. Literature and the written world is a very abstract thing. As readers we have to make sense of words that are placed one after in a sequential and logical order. However, the word is basically a symbolic thing. It is there to represent something else. For example the word “tree” is a representation of the actual object: tree. However, it is not the thing, the tree, itself. If we use the image of a tree, though, show a picture of have a student draw the object, this image in fact is closer to reality and less of a symbolic representation. As teachers, this becomes helpful to us when we are met with a student who has a more difficult time with abstract ideas and conceptual thinking.

By making understanding easier for kids we can make literature more accessible. This is what the image allows us to do. Students who would otherwise feel threatened or lack confidence because they have a hard time understanding a literary work can feel more comfortable and safe when they approach the same work through its images. But this accessibility isn’t only to learners who find the abstract challenging, nor, as at the article states, a gateway for language learners to better acquire linguistic skills. During my practicum I had the experience of being in a special education classroom, where the majority of students were diagnosed with high functioning autism. Now while many of these students were able to accomplish certain things in regular classrooms and in some cases excel in them, almost all had difficulty with understand and interpreting emotional cues, especially when that emotion was being communicated to them in the written form. so here what the special education teacher did was to use a separate sheet of paper with pictures of faces that expressed emotions like “sadness”, “surprise”, “anger”, etc. The teacher worked with the students over several hours to help them distinguish and differentiate between the facial expressions. He then would use the graphic novel, or images of certain texts, for example, the surprised face of the lead character in the graphic move Persepolis to help the students connect it to the face on their sheet. This then helped the student understand characterization and the emotional life of the main character in the story, where before when just reading the word “surprised” would not help them at all to understand what the character was feeling or expressing.

Using images in conjunction with text students can in fact learn the written text better and feel more comfortable and perhaps be more willing to engage with literature and a perfectly fine reason to incorporate any kind of “image learning” in a literature classroom.

Work Cited

Frey, N. and Fisher, D. (2004). Using Graphic Novels, Anime, and the Internet in an Urban High School. The English Journal, 93(3), pp. 19-25. Stable URL: http://www.jstor.org/stable/4128804

Naz

Our group had some difficulty with the Unsworth article and of even understanding what E-Literature is. At first it seemed too nebulous of a topic. Even mid-presentation, my group-member Peter disagreed with one of my definitions of E-Literature. However, in the end, I discovered that I have previously engaged my students with forms of E-Literature, while some of the IB Assessments I have conducted involved aspects of it. So while I was at first somewhat dismissive of its meaning and value, it turns out I’m actually a proponent. My involvement with this presentation provided me with some ideas and resources with which to more effectively integrate E-Literature into future lessons.

E-Literature involves the “comprehension and composition of images and text” (Unsworth, 2008, p. 62). I see this enriching the understanding and engagement of texts through a two-stage process. First, I would use text and/or images to facilitate understanding and knowledge of the text. For example, in the past I’ve used sites such as teachit.co.uk (a paid resource site of which I’m a member) to access what Unsworth defines as “fairly traditional lesson plans and tasks for teachers to download,” a category he defines as “Interpretation/Response” (Unsworth, 2008, p. 69). Another aspect of E-Literature that belongs to this category involves the use of online forums to discuss texts (Unsworth, 2008).  In the past I have used discussion forums on the Moodle course website, to positive effect. This involved creating five discussion questions about the text, and asking students to respond. Any student can respond to any other students’ comments. This was an invaluable tool that allowed the students to express their opinions of the text outside of class time.

The second stage (in my view) involves evolving from understanding and comprehension to creation. Unsworth suggests that students “…write stories in the style of particular narratives, sometimes additional episodes” and contribute “… the creation of images” among other possibilities (Unsworth, 2008, p. 69). In the past I’ve engaged students in activities that could have been further exploited   including elements of E-Literature. For example, one official IB assessment requires students to add an additional scene to a play, write letters between characters in a play, or change genres and write an additional scene of the play as a short story. While the focus is on fostering creativity, this assignment exists in isolation. A collaborative extension could be for students to select images associated with these texts and post their work online for the entire class to see and respond to. As well, other students could continue, for example, adding to the additional scene in the play.

I thought as a first attempt our group’s hyperlink workshop went reasonably well. However, it became quite clear that our lack of parameters and constraints resulted in our classmates mainly posting irreverent images. In a real class situation, I would have to add some constraints so that such a lesson had more value. As well, I would clearly assign certain students a stanza or passage of a text to ensure there isn’t overlap.

On a final note, I forgot to mention that E-Literature somewhat reminded of a book series I read as a kid titled Choose Your Own Adventure. In this series the point of view is in the second person ‘you’ giving the reader empowerment over the text. Every few pages, you got to choose the direction of the story from three or so prompts,  with numerous illustrations in the books. To me, Choose Your Own Adventure seemed like the print precursor to a form of E-Literature. I Googled it, and sure enough, there is an online ChooseYourStory that includes several of the kinds of features of E-Literature outlined by Unsworth. The site describes itself as:

… a community-driven website centered on Choose-Your-Own-Adventure style storygames. Members create their own storygames, read and comment on other members’ storygames, participate in the forum, and improve their writing ability. (ChooseYourStory, 2014)

ChooseYourStory would seem to have embraced the spirit of the original print version while using the internet to expand opportunities for collaboration, expression, and developing writing skills.

 Works Cited

ChooseYourStory. (2014). Retrieved from http://chooseyourstory.com/Default.aspx

 Teachit.co.uk, English Teaching Online. (2014). Retrieved from http://www.teachit.co.uk/

Unsworth, L. (2008). Multiliteracies, E-Literature and English Teaching. Language and Education, 22, 62-75. Retrieved from http://web.a.ebscohost.com.ezproxy.library.ubc.ca/ehost/pdfviewer/pdfviewer?sid=72fe7046-6161-413e-a41e-960187d6a0cb%40sessionmgr4003&vid=2&hid=4101

In his article, Good Video Games and Good Learning, James Paul Gee identifies sixteen learning principles that good video games incorporate and argues that teachers should try integrating aspects of gaming into their classrooms in order to maximize students’ success. As someone who grew up playing Nintendo, Sega, and Play Station, I recognize that video games are very fun and agree with Gee that school should be fun too. Too often students today are forced to sit passively in their hard plastic seats for long periods of time and listen to a teacher talk for what seems like forever. By incorporating aspects of gaming into the classroom environment, students are able to have fun, proceed through the curriculum at their own pace, take part in the creation of storyline or setting of a game, and make mistakes in an academic space where failure has traditionally been highly stigmatized.

After reading Gee’s article, one of the potential benefits that immediately occurred to me was the possibility of reducing the amount of classroom behavior management needed. For generations, schools, and especially the classroom, have been environments where mistakes are considered the worst things that a student can make. The traditional classroom environment does not provide students with the opportunities to learn from the mistakes they made on their tests or assignments. The stigmatization of failure in the classroom has generated a feeling of animosity between students and their learning environment. By viewing mistakes as failures rather than learning opportunities, schools are adding a lot of unnecessary stress to their student body and preventing them from making educated guesses or taking chances. In such an environment, students could also begin to believe that their ideas are not valuable and are unworthy of sharing with the rest of the class just because they are different or potentially wrong.

Unlike the traditional classroom, I think that modern classrooms should present a happy, motivational, engaging, and purposeful setting for learning. In order to reduce the amount of classroom behavioral management needed, teachers must understand the conditions that affect the instructional process if they want to prevent inappropriate behavior. By incorporating the learning principles highlighted in Gee’s article, teachers are providing their students with the opportunity to move through the class material at a speed that is more comfortable and less stressful for them. Students will be less likely to act inappropriately in class if the learning environment is suited to their interests and learning styles. Teachers can provide help to students and guide them through their learning process when they ask for it, but most of the learning is done by the student at their own pace. It is the hope that during this process students will start to take ownership of their learning and begin to view their mistakes as learning opportunities rather than failures.

Another interesting learning principle that successful video games incorporate is what Gee describes as the element of production. As the article mentions, “players are producers, not just consumers; they are “writers” not just “readers”” (Gee, 35). In other words, many good video games get their players to take part in the writing, producing, and co-designing processes with every action and decision that they make in a game. In their short article, How Can Video Games Support Literacy Skills for Youth?,Kathy Sanford and Liz Merkel bring up the excellent point that video gamers also take part in many literary activities in order to improve their favorite games and gaming skills (Sanford and Merkel, 118-121). Gamers are always producing written reviews about games online, in magazines, and even on the iTunes app store. The popularity of these video games and gaming apps can often be determined by these written reviews and critiques by players. In order to write these reviews, gamers have to develop a complex language about the game by playing it. Therefore, teachers should try to tap into this knowledge of video games by encouraging their students to write about them during writing activities. Students should also be provided with a similar opportunity in the classroom to take part in the formulation of the curriculum and their own learning. As teachers, we need to recognize how video games are transforming previous forms of literacy. It is up to us as teachers to become informed about the learning principles that good video games incorporate and the activities of literacy that our students are already engaging with outside of the classroom.

-Cody Macvey

Questions:

1) As English teachers, how can we use video games to improve the literacy skills of our students?

2) What are the potential drawbacks of structuring the classroom and curriculum like a video game?

References:

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

Sandford, Kathy, & Merkel, Liz. How Can Video Games Support Literacy Skills for Youth?. In Kendrick James, Teresea M. Dobson, Carl Legoo (Ed.1), English in Middle and Secondary Classrooms: Creative and Critical Advice from Canada’s Teacher Educators (118-121). Toronto: Pearson. (2012).

Naomi Baron and Victoria Carrington articulate in each of their respective articles that “Standard English” is being destroyed due to the use of texting by adolescents in today’s society.  Carrington argues that “txting is clearly constructed in direct opposition to legitimate language, represented by the notion of Standard (or the Queen’s English)” (Carrington 168).  Text language, however, can better be seen as an alternative form of language and rather than perceiving this change as ‘the end of civilization’, (Carrington 161) might better be viewed as one form of literacy.

Carrington’s article begins with the discussion of a 13-year-old Scottish girl who submitted an essay to her teacher that was written entirely in ‘txt.’  The girl wrote an essay that happened to be written in ‘txt’ form.  Carrington further argues that due to the fact that the young girl was “unaware of the high stakes surrounding institutional literacy practices, she chose an inappropriate genre in which to respond to the class assignment” (Carrington 173).  In addition, Baron explains that “the shape of written language has always been as much a product of social attitudes and educational values as of technological developments” (Baron 31).  This means that the use of ‘txt’ language in a formal setting would likely be foreign for some adults because it is not something regularly seen within social realms.  Our society has not socially adjusted to the idea of using text language in formal settings and therefore is not yet prepared to accept this new form of language as a legitimate.

Written language has also largely been influenced by adolescents.  Baron states that “adolescents have long been a source of linguistic and behavioural novelty” (Baron 30).  Language has always been a part of adolescent small-group identity (Baron 30) and plays a significant role in the way that adults understand adolescents.  Text language acts as a snapshot into the lives of young students in our educational system.  If educators give students the opportunity to engage with text language in the classroom and let students know that this is in fact a legitimate form of literacy, students will be better able to shift and decode between a variety of print and visual forms.  Carrington argues that much of the meaning of contemporary text is embedded in the graphics, symbols, images and sounds that surround print” (Carrington 172).  Therefore, if educators can assist students in developing literacy skills in a variety of areas including ‘txt’, students will build the explicit skills necessary to engage with language that is continuously shifting.

So is ‘txt’ language really causing civilization to end?  In my opinion, not at all.  Knowledge of ‘txt’ language and other forms of computer-mediated forms of communication are simply empowering students and other members of society to participate and engage with others using a variety of literacy forms.

Erin Milne

Resources:

Baron, N.S. (2005). Instant messaging and the future of language. Communications of the ACM, 46(7), 30-31.

Carrington, V. (2005).Txting: the end of civilization (again)? Cambridge Journal of Education, 35(2), 161CCC175.

After presenting the other day on blogging as a form of classroom learning I was reflecting on the discussion aspect that focused on the prevalence of blogging and digital media in the classroom. I wanted to particularly contemplate the point of how students are already so immersed in the digital world outside of the classroom that they want to take a break from it during class time. In my personal experience and in my preference I can understand both sides of the argument. On one hand, students should be able to use and participate in building online resources and materials in an academic and elevated way. On the other hand students should not have to participate in an activity that mimic their own Internet practices at home. I find activities that attempt to be “cool” or very relevant actually dissuade me from wanting to participate. These “cool” assignments sometimes blur the lines between school and home, a distinction I would like to keep separate.
In Lankshear and Knobel’s article Blogging as Participation: The Active Sociality of a New Literacy I was interested to see the emphasis on “collective intelligence” and with the Internet space “as open, continuous and fluid” (pg. 1). Collective intelligence and open, fluid space definitely bring certain benefits to the production of knowledge but it again blurs the lines for myself in terms of who is actually responsible for the creation of certain pieces of the puzzle. It also begs the question, where does the Internet space stop and where does reality begin? I could go into an extremely philosophical discussion about what is real and what is not but I will refrain from doing so! I also know that many people experience the Internet as a reality but for myself I do not feel like what I do on the web is part of my existence in the material world.
That being said, these blurred lines (to quote Robin Thicke) are only made more so by the accessibility of the Internet for all. Internet blogging tools have “made it relatively easy for internet users who were unfamiliar or uncomfortable with using hypertext markup language and the principles of web design for coding and designing their own weblogs” (pg. 3). Now everyone can contribute to online knowledge as well as us and our students. I wonder, however, whether students, like myself, find the nature of online intelligence and the accessibility we are now afforded, almost an uncomfortable fusing of realities and worlds. Would it be better almost to give students class time to complete their blogs like we would give them time for exit slips? To what extent are we expected to maintain our classroom life at home? Perhaps I am too antiquated in my perspective of how one should be consciously involved in the spaces around them but I would prefer to keep my worlds separate. I want my school life and my home life to be distinct as well as the line between my Internet activity and my physical reality.

resources:
Lankshear,C.and Knobel, M.(2006).Blogging as Participation:The Active Sociality of a New Literacy. American Educational Research Association, San Francisco, US.

OMG srsly wrting dis way = hrd! By Justin Bolivar

In response to Baron and Carrington’s articles surrounding the idea that texting is destroying “the Queen’s English” both articles cite that shorthand communication between adolescents threatens the state of the English language. However, both articles speculate that shorthand could have a negative impact on English language, but fail to produce, at least in my opinion, a concrete example of how this is happening. When I first approached writing this post, I was going to write it in text-speak, however, to code the post into that language would have taken me much longer than if I were to write it “properly,” as per our sources.

In Carrington’s article “Txting: the end of civilization (again)?” she takes on the story of a student who wrote about their summer using shorthand language. Now, what we do not get to see in the article or in the news story she covers is if this student who used this language was consistently using it throughout her course work. For all we know, it could have been a joke that she was attempting to play on her teacher, or, she was bored of her summer vacation, and simply wanted to act out. The article ends rather anticlimactically when Carrington states that “I doubt very much that her actions signal the beginning of the end of civilization as we know it and suspect that ‘standards’ will survive for some time.” Therefore, we have parents, administrators, and teachers getting up in arms about textspeak in the classroom, however, I propose that bringing in the idea of textspeak can actually help in a classroom setting!

On practicum, the final assessment task, as mandated by IB for my grade 10’s was to write a letter using Shakespearian language. Now, Shakespearian language is hard enough for them to understand, but to write a letter seemed daunting. In addition, who writes letters anymore? Thus, what I set out to do is make the assignment more tangible for the class, and something that they could relate to. What I did is create an assignment where students would write text messages between the characters, so that they could practice Shakespeare speak in a safe environment, but also so that they could revisit some of the key plot lines of the play. I introduced the assignment as a fun assignment, and marked them rather liberally. My learning objective was to have them become more comfortable using a medium most of them are used to, so that I could help to build other skills for another assessment. I have attached the assignment below, as well as some student examples:

Assignment:

In preparation for the final assessment task of the unit, where you will write a letter to any character from the play or be yourself, but in Shakespearian language, “Shakespeare Text Message” will be your first step!

Individually, your task will be to write six text messages of appropriate length (three sent and three received) using Shakespearian language. These responses will be shared with the class for collaboration and feedback, so that you have some information for your final assessment.

Student example:

Mercutio: Romeo! Romeo! Hast thou hithered the tidings?

Romeo: Nay Mercutio I hast nought

Mercutio: Young Juliet hath a baby upon her bosom!!

Romeo: What wretched sirrah hath done this to my

Juliet?!?! I shall dispatch of his soul!!

Mercutio: Hahaha peace gentle Romeo, peace. Doth thou not see the date? ‘Tis Aprils Fooling!!

Romeo: I bite my thumb at thee

Mercutio. Plague on you! Plague on you a thousand times!!

Works Cited:

Carrington, V. (2005).Txting: the end of civilization (again)? Cambridge Journal of Education, 35(2), 161CCC175.

English is “under attack”! Standardized English is the legitimate text to use. The widespread use of txt language is a social disease; it leads to addiction and lowers individual’s ability to shift between text types. Txt is a spoiled version of English.

These concerns center the question raised by both of the articles: does the use of txt or instant messaging language degrade English?

When I read the articles, I wondered: what is considered as “correct” English? I believe the definition changes with the environment as “language has always been a product of social attitudes” (Baron, 2005). For example, there are variations of English all over the world, such as Chinglish in China, Singlish in Singapore, and Konglish in Korea; these are socially acceptable language in their respective countries. In those societies, we cannot say what the majority is speaking is incorrect. Applying the same concept, txting, then, is a product of the txting community. Can we truly state that the language is wrong in their community?

Keep reading →

There are two articles to be read for this topic, but I am only focusing on Carrington’s Txting – the End of Civilization (again)?.

Many educators are shocked when their students hand in assignments that are written in texting language. Many wonder if texting is going to ruin students’ ability to write in Standard English. Carrington made an compelling argument to outline the dilemma that English teachers encounter and to offer another point of view to the controversy.

When I was reading the article, this question instantly popped up in my mind: who determined what is Standardized English? Then more questions followed: can language be changed overtime? If so, who is permitting the change or what is driving the change? Language keeps on evolving. From Old English, to Middle English to now Modern, can there be more progress? Why are educators terrified by the texting language? Is it because they are not the experts of this new literacy?

These questions left unsolved after I finished the article. However, I found it interesting how Carrington brought the social aspect of texting to light. Outside of the classroom, most of our students nowadays are engaged in simplifying the languages into short-forms or replacing expressions with emoticons. This is the literary currency that is being practiced outside of class right now. On the other hand, when students are in class, they need to code-switch, writing and reading in Standardized English. I found this process of switching between two literacies interesting because in some way, it reminded of translation. Being an ELL learner and teaching ELL classes, I found that language could be easily interfered by your daily social interaction or practices. For example, one of my ELL student directly translated a Chinese saying into English in one of his assignments. Since I had that chinese background, I instantly understood what he was trying to say. However, other teachers might be clueless. It became a perfect teaching moment. I told him the right way to express whatever he tried to say. I think the same method could be applied. As teachers, we need to acknowledge that students’ usage of texting for social interaction. Students have some kind of background knowledge to grammar or sentence structure in order to construct a comprehendible text. Therefore, we cannot really indicate that it is degrading Standardized language. Texting is just another form for students to be more efficiently express their thoughts. At the same time, as teachers, we need to help them develop the literacy that is being valued by the dominant professional realm that will allow them to be successful in the future.

In my opinion, these two literacies can definitely co-exist. We just need to figure out how or what is the best way to introduce this form of language into the classroom.

Kelly