This blog is a set of reflections and assignments for a certificate program in teaching adults English as another language at the University of Winnipeg.
Tuesday, February 21, 2012
Writing Right in the 21st Century
As technology has developed, communication has evolved. Consider the following quote:
"Language is constantly evolving, and so we must begin to accept - and even teach – the shortened forms of communication that are used with technology. This language may contain abbreviations, symbols (emoticons) and even untraditional grammar and punctuation, which would be considered “errors” in many classrooms. We accept different forms of oral communication without penalty … we should do the same with written communication."
It's true that language is constantly evolving. Even Harmer acknowledges this evolution when discussing how text messages and emoticons are now common ways of communicating in certain discourse communities. I believe the author of the above quote has a very valid point for a number of reasons.
1. Membership in a Discourse Community
Probably no teachers of English as another language would disagree that if learners of English as another language want to be able to read, understand, and write for English-speaking audiences, they will need to gain membership in the discourse community on some level. They will need to understand conventions they may read and they will need to use those conventions to communicate their own messages through text as well.
2. Changes within the Discourse Community
Most teachers of English as another language will also agree that while there are constraints guiding the comprehension and production of most genres and sub-genres, in response to new technology, new forms (genres of their own?) have developed. This is apparent in the micro-blogging world of Twitter: 140 characters to share important news, ideas, and some fun.
While it's possible that some teachers may disregard the importance of Twitter and other forms of technology, but in I my opinion, it would be to the detriment of the learners. These environments now are serious places for interaction with possible business clients, professional colleagues, future employers, fellow students, and practicers of common interests.
3. Changes within Language Conventions
Because of the change in the discourse community, it would be logical to assume that changes within our language conventions would result. It is important for a learner who will use Twitter, LinkedIn or even text messaging to understand what lol means or what c u @ 2 might mean. If we are seriously committed to helping our students gain competence and schematic knowledge, we will need to help them understand and use these new conventions.
Having said all of that, here is a qualifier:
At the beginning of Chapter 2, Harmer himself says "different purposes provoke different kinds of writing". Being able to communicate a piece of news around the world a half hour before the international stories are published is one way Twitter makes its name for itself. But that's Twitter. There are also many other purposes for which our learners will be writing. They will also need to comprehend and be fluent in the use of the conventions for other genres of writing. We should not neglect one for the other.
I would hold that it is a valuable investment of time to learn the conventions of both more traditional genres and those that are developing today. Learners should become competent in both, and know when to use which accordingly. I'm not sure I would go as far as our original quote and say "We accept different forms of oral communication without penalty". Rather, I would say that we should help learners understand the complexities of the genres and the conventions and decide when it is appropriate to use any of these newer conventions. It would be hard for me to imagine any employer accepting an application that closed with the text.... c u l8r
It is this sensitivity that we can teach and for which we should hold our learners accountable.
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