Title: 'Do U txt?' – Using 'txting' to learn maternal languages: a Portuguese case study
Authors: Sandra Cortes Moreira, Ignacio Aguaded Gomez
Addresses: Quinta do Valim, Apartado 11, 8365-909 Armacao de Pera, Algarve, Portugal. ' Facultad de Ciencias de la Educacion, Universidad de Huelva, Campus de El Carmen, Avda, Fuerzas Armadas, s/n. 21071 Huelva, Spain
Abstract: Analysing the influence of new technologies/media (e.g., mobile phones, chats, instant messaging services) on the use and learning of maternal languages basic rules is the goal of this investigation, involving teachers and students (10th, 11th and 12th grade pupils, aged between 16 and 21) at the Escola Secundaria de Silves – ESS (Algarve/Portugal), and extended to include at the Irish School of St. Tiernan|s Community (Dublin/Ireland). The use of txting, commonly pointed out as being responsible for the destruction of correct knowledge/mastery of maternal language rules in younger people is, however, in our opinion, one more factor proving the constant adaptability/transformation of languages, revealing the user|s high creativity, ability to synthesise and to introduce – in txting itself – different language skill levels. Exercises using txting were developed/applied at the ESS, proving to be motivational (both for students and teachers) and efficient in transmitting Portuguese language rules.
Keywords: communication; constructivism; maternal languages; media literacy; Portugal; text messages; text messaging; texting; txting; new technologies; mobile phones; cell phones; chat rooms; instant messaging; internet; world wide web; networking; social networks; Escola Secundaria de Silves; Algarve; Irish School; St. Tiernan; Dublin; Ireland; school pupils; knowledge destruction; correct knowledge; language mastery; young people; youth; linguistic adaptability; language transformation; user creativity; skill levels; synthesis; student motivation; language rules; innovation; learning; challenges; secondary education.
International Journal of Innovation and Learning, 2011 Vol.9 No.3, pp.298 - 310
Published online: 26 Nov 2014 *Full-text access for editors Access for subscribers Purchase this article Comment on this article