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Last Words
Teachers call for urgent action as pupils write essays in text-speak
By Jenifer Johnston, Sun Herald
03/03/2003
Children's obsession with mobile-phone messaging is seriously damaging their written English, warn experts
Education experts have warned that children's obsession with text messaging is seriously affecting classroom standards of English.
Increasing numbers of school children are using mobile-phone shorthand as their first choice in written language, with traditional grammar, spelling and construction suffering as a result.
The Scottish Qualifications Authority has warned about the problem in its assessment of the last Standard Grade diet of exams, stating that ''text-messaging language' was inappropriately used' in the writing section of last year's English exam.
The trend for text language, which teachers claim is spreading 'like wildfire', has led to one leading teaching union to call for a complete ban on any acceptance of the practice.
The National Association of School Masters and Union of Women Teachers spokesman Tino Ferri said: 'The majority of teachers would support a crackdown on this sloppy form of writing. But there are also a few teachers who claim that getting pupils to carry out written work using text language is better than nothing. How sad is that?'
Judith Gillespie, development manager at the Scottish Parent Teacher Council, said the marked decline in good grammar in schools was partly linked to the craze for text messaging.
She said: 'There must be rigorous efforts from all quarters of the education system to stamp out the use of texting as a form of written language so far as English study is concerned.
'There has been a trend in recent years to emphasise spoken English rather than written language and so pupils think orally and write phonetically. The problem is that there is now a feeling in some schools that pupils' freedom of expression should not be inhibited, so anything goes. But 'texting' must not be allowed to become acceptable written English -- it will only further erode the language.'
An English teacher, who asked to remain anonymous, at one of Scotland's leading state secondary schools said she was shocked to read an essay by a second-year pupil written in text message shorthand.
She said: 'I could not quite believe what I was seeing. The page was riddled with hieroglyphics, many of which I simply could not translate. When I challenged the pupil, she told me that was how she preferred to write because she found it easier than standard English.'
Texts -- 160-character messages sent from phone to mobile via the Short Messaging Service (SMS) -- were first introduced to the UK in 1994. Scotland has more than 3.5 million mobile phone users -- half of them teenagers -- and between them they send nearly four million text messages every day.
The form of writing, where vowels are often dropped, symbols used instead of words and contractions like 'LOL' (laughing out loud) are used, was born in internet instant messaging services where speed and brevity is the key. Text abbreviations feature in the new edition of the Oxford English Dictionary.
The National Association of School Masters and Union of Women Teachers called yesterday for a complete ban on the use of text language in English classes, which it claims is 'spreading like wildfire'.
Dr Cynthia McVey, a lecturer in psychology at Glasgow Caledonian University, said that 'texting' has already successfully invaded the language.
'Many young people don't write letters. Sitting down to write or type an essay is unusual and difficult, so they revert to what they know and feel comfortable with -- texting. To them it's quick, attractive and uncomplicated.
'I can understand the frustration of teachers and I think it's important that they get across to their pupils that text messaging is for fun but that learning to write proper English is vital for their career or future study.'
However Sheila Hughes, a senior lecturer in the department of language education at the University of Strathclyde thinks if teenagers express themselves well with the medium it should be embraced.
'Texting is a great opportunity for teaching to explore a new use of language. Pupils are thinking about vowels and punctuation even if they are dropping them. You can't stop language changing so let's just exploit it -- pupils have power and control of that language and it has a purpose we have to value.'
The Scottish Executive said it was not aware that 'texting' was becoming a major problem in English classes but stressed that ministers were committed to improving literacy in schools.
A national development officer for literacy has been appointed to work with education authorities.
A spokeswoman said: 'Spelling and grammar are basic skills that are key components of the 5-14 curriculum. In our response to the national debate on education, ministers made it clear that literacy and numeracy will be at the centre of any revised curriculum.'
'Texting is for fun. We know the difference'
Erin-Cait, 12, is in primary seven. She has had a mobile phone for two months
'I send about five messages a day on school days and about seven at weekends -- I text my friends to see what they are doing.
'There are lots of abbreviations for words -- talk is tlk -- and you can use numbers instead of words.
'I wouldn't use text language in my homework -- texting is for fun, not for school, and I think you would have to be a bit silly to get them mixed up.'
Mark, 19, from Cumbernauld is a student in fashion and business studies
'I've been using texts and instant messages since I was 16, so it's pretty much second nature. I've handed in essays before that have been marked down for using text message shorthand but it's really difficult to switch off once you've been using it for ages .
'When my friends and I are using texts we have our own shorthand too -- like the Candy Bar in Glasgow is cbar -- and we all know what it means. I do think that English should be kept as pure as possible, but it is really difficult to turn off.'
Christopher, 14, is a third-year pupil studying for his Standard Grades
'I got my mobile a couple of months ago. Most of my friends have them, and we text each other to make arrangements for meeting up and stuff.
'I probably send four or five messages a day. My pals have told me about all the abbreviations, but you catch on to what they mean really quickly.
'Because I don't use forums or anything on the net, I don't use text language a lot -- and I haven't seen anyone doing it in essays. It is pretty easy to know the difference between texting and proper English.'
cn u trnsl8 a txt sa?
This is part of an essay written in text language by a 13-year-old girl at a secondary school in the west of Scotland:
'My smmr hols wr CWOT. B4, we usd 2 go 2 NY 2C my bro, his GF & thr 3 :-@ kds FTF. ILNY, its gr8.
Bt my Ps wr so {:-/ BC o 9/11 tht they dcdd 2 stay in SCO & spnd 2wks up N.
Up N, WUCIWUG -- 0. I ws vvv brd in MON. 0 bt baas & ^^^^^.
AAR8, my Ps wr :-) -- they sd ICBW, & tht they wr ha-p 4 the pc&qt...IDTS!! I wntd 2 go hm ASAP, 2C my M8s again.
2day, I cam bk 2 skool. I feel v O:-) BC I hv dn all my hm wrk. Now its BAU ...'
And this is what it means once it's translated into English:
'My summer holidays were a complete waste of time. Before, we used to go to New York to see my brother, his girlfriend and their three screaming kids face to face. I love New York, it's a great place.
But my parents were so worried because of the terrorism attack on September 11 that they decided we would stay in Scotland and spend two weeks up north.
Up north, what you see is what you get -- nothing. I was extremely bored in the middle of nowhere. Nothing but sheep and mountains.
At any rate, my parents were happy. They said that it could be worse, and that they were happy with the peace and quiet. I don't think so! I wanted to go home as soon as possible, to see my friends again.
Today I came back to school. I feel very saintly because I have done all my homework. Now it's business as usual...'
Read the full article at Sun Herald
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