Texting practices on cellular phones and in online instant messaging

“Wat r u doing?”
Texting practices on cellular phones and in online instant messaging

Over the past decade, the popularity of cellular phones has increased dramatically. At the same time, in developed nations, computers now exist in the majority of both home and educational environments. During this time period, text messaging has evolved from a lingo used by a minority to a dialect used worldwide. As our society becomes more technologically saturated, it is important to understand the text making practices that constitute text messaging, as well as the cultural and educational impacts.

In my paper, I propose to first examine the various methods text messagers utilize when composing messages. These include: spelling variations, creative acronyms, abbreviations, and alternative grammar. Although it may seem like an unstructured form of communication, text messages actually follow rules and conventions, which I believe qualifies it as a dialect.

In addition to looking at the mechanics of text messaging, I will also look at the cultural impact, as well as implications in educational settings. Cell phones have become an integral part of everyday life in many countries, and text messaging is one of the preferred methods of communication among youths. The response in the media to texting lingo has been largely negative, as Carmen K. M. Lee notes in his article “Text-making practices beyond the classroom context: Private instant messaging in Hong Kong.” The response in regards to education has been mixed; some educators feel it sullies student’s academic writing, while others maintain that students can code-switch between text speak and scholarly language. Lee argues that some students have constructed methods of learning via online instant messaging through the use of code-mixing. As distance education becomes more commonplace, instant messaging may find a more secure footing in the academic realm. Therefore, it is important to understand the forces behind students’ composition process, as well as recognizing the validity of text practices.