Using Texting and Internet Languages (TAILs) to Help Students Get Ahead in School: A Mixed-Method Study about Finding the Balance between Two Competing Discourses

Autor/in	McDonough, Kelli M.
Titel	Using Texting and Internet Languages (TAILs) to Help Students Get Ahead in School: A Mixed-Method Study about Finding the Balance between Two Competing Discourses
Quelle	(2023), (271 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Notre Dame of Maryland University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3797-0670-8
Schlagwörter	Hochschulschrift; Dissertation; Computer Mediated Communication; Internet; Technology Uses in Education; Secondary School Students; Language Arts; Second Language Learning; English Language Learners; COVID-19; Pandemics; Handheld Devices; Spelling; Writing Skills; Reading Comprehension; Literacy + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Computerkonferenz; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Sekundarschüler; Sprachkultur; Zweitsprachenerwerb; Schreibweise; Writing skill; Schreibfertigkeit; Leseverstehen; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	In 21st century classrooms, students use a variety of languages to communicate their ideas in both the spoken and written word. These languages vary between standard and nonstandard forms of English, and each speaker may alter their language use based on context or intended audience. One unique language form that appears in many classrooms is Texting and Internet Languages (TAILs), which were first seen exclusively as computer-mediated communication but have now found their way to mobile phones and handheld devices. Known for their use of letters, numbers, symbols, and abbreviations, TAILs are often seen as a quick way for individuals to communicate with one another and to write out longer ideas with increased speed and brevity. Though this modern form of shorthand may not raise concerns outside of the classroom, at school many teachers fear that these nonstandard constructs may have an impact on overall spelling, writing, reading comprehension, and literacy levels. This mixed-method study aimed to examine the use, prevalence, and acceptance of TAILs in Secondary Language Arts classrooms in one mid-Atlantic state. To address these core research questions, this researcher first surveyed a wider range of reading, English, English as a Second Language, and related elective teachers about how they saw TAILs and other forms of English being used in their respective classrooms. To gain a deeper understanding of the prevalence and potential acceptance of TAILs, a smaller group was then asked a series of follow-up questions. The same group was interviewed 2 years later to determine whether the COVID-19 pandemic had any impact on language use in the classroom and how TAILs were used during the shift to digital learning. All three parts of this study provided more insight about how TAILs are actually seen and addressed in specific classrooms while also offering suggestions, as provided by the interview participants, for TAILs' potential use. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01