When I got the medication that the second doctor prescribed me (which I felt it was correct), I tried it and my cough has almost fully recovered. I am still recovering my sleep, although the process is a little slow.
Cultural shock is a concept brought up by American anthropologist Kalervo Oberg, meaning individuals may feel lost, confused, rejected and even experience feelings of fear when they lost social and communicative norms as they enter in unfamiliar cultural environments. Cultural shock is different from the shock from physiological senses, it reflects individuals’ psychological feelings such as anxious, depressed etc. because of social isolation. It’s normal to happen among immigrants or when living in one society where the cultural environments where peoples from different cultural backgrounds are changed fundamentally. Under the increasingly globalized world, the issue of cultural identities among immigrants has been an ongoing social phenomenon, which accelerates the cultural shock situations. It brings new challenges to diaspora for social integration.
Italy is a fascinating place when it comes to sociolinguistics. The dialects and languages spoken around the country are so particular and recognizable that it is very easy yo immediately understand where an Italian is from after they say two or three words. Although grammar and vocabulary-wise Italian is the same all around the peninsula, the language sounds very very different depending on the region where it is spoken.
Every single region has its own particular accent and intonation when speaking Italian (to understand this it might be helpful to think about the English spoken in New York and the one spoken in Texas, for example), and sometimes the difference is perceptible even between towns within the same region. These differences are so particular that many comedians have built their performances on the specificities of Italian accents and dialects, and it is possible to see these accents represented in many tv shows and Italian movies. What is interesting is that every time one of these shows reproduce Italian accents or dialects, the latter are always associated with very specific meanings and representations. This is because language is strongly linked with ideologies and attitudes, and a language is never only just a language, but it is the combination of historical, political and cultural features that create a collective imaginary of that language and its people.
As Van Herk (2018) explains “Language attitudes underlie […] the way we evaluate other people and their speech” (p. 159). Every time an Italian hears an Italian accent, immediately a combination of attitudes, images and stereotypes takes shape in their mind, and this is because every Italian region and the accent or dialect spoken in it are strongly associated with specific representations. It is interesting to notice how certain accents are considered to be ugly (I’m thinking here of showgirls from Sardinia or Naples and other regions that were asked to take courses of diction to sound good, neutral or standardly Italian on the stage) while others are seen as more elegant or cool (the accents from Rome or Florence, for example), and that attitudes toward a person can be strongly influenced by the language/dialect spoken by this person.
When we talk about Italy, the range of representations associated with different accents and dialects is extremely wide. North Italy is much more modern and advanced if compared to the rest of Italy (and in particular the South) when it comes to economy, infrastructures, education rates, technology. Milan is the emblem of this. It is here that we find skyscrapers, business, the fashion week, famous brands. It is here that posh, snob, stylish people live, and it is here that we hear people “speaking in italics” (“parlare in cörsivœ”). Yes, when the Milanese accent is over-performed its accent is considered to be an italic version of Italian, because it is associated with poshness and coolness. On the contrary, most accents from the South are associated with underdevelopment, low literacy and education rates, ignorance and everything that is far from a modern civil world. Naples is associated with superstition and sketchiness (because of the illegal business carried on by the famous Neapolitan swindlers), Sicily is associated with mafia (“The Godfather” is the first thing that comes to mind here), Sardinia is associated with shepherds and primitiveness. This difference in representations could be explained by the fact that while the North is very cold and business oriented (and, consequently, its people are considered to be very serious and emotionless), the South is much warmer, family oriented, and deeply rooted in traditions that value food and folklore. This can be represented through the dichotomy between rational (the North) and emotional (the South), especially if we think about the fact that often Southern people (and their language) are seen as overly dramatic, extrovert, impetuous and impassioned. Consequently, the accent, dialects and languages heard around South Italy take on a whole different kind of representations.
As you can see, when it comes to language attitudes in Italy, things can get very funny and interesting, but sometimes also unpleasant because language attitudes often generate stereotypes that can be used to discriminate and negatively represent a certain people. If you speak a dialect or if your accents is associated with particular characteristic I would like to ask you: are you pride of the variety of language that you speak or are you ashamed of it? How aware are you of the meanings carried by the dialect/accent that you speak? Think about it and see what comes out!
References
Van Herk, G. (2018). Attitudes and Ideologies. In Van Herk, G. (Ed.), What is sociolinguistics? (pp. 171-186). 2e Chichester, West Sussex, UK:Wiley-Blackwell.
Translanguaging can refer to a pedagogical process of utilizing more than one language within a classroom lesson or it can be used to describe the way bilinguals use their linguistic resources to make sense of and interact with the world around them. The term “translanguaging” was coined in the 1980s by Cen Williams in his unpublished thesis titled “An Evaluation of Teaching and Learning Methods in the Context of Bilingual Secondary Education.” Williams used the term to describe the practice of using two languages in the same lesson, which differed from many previous methods of bilingual education that tried to separate languages by class, time, or day. More information about translanguaging can be seen in this video:
There are many advantages to using translanguaging pedagogy. First of all, the goal of including translanguaging as an aspect of second-language acquisition pedagogy is to move beyond sentence-level and grammatical concerns in second-language teaching strategies and to focus more heavily on discourse issues and on the rhetoric of communication. Students should be focused on the real applications of language that suit their purposes of communication based on the context in which they are communicating, rather than a one-variety-fits-all mode of learning the language. Reinforcing only English in academic situations is disadvantageous for students since students will ultimately encounter many varied communicative contexts, and as society becomes more digitally advanced, many of those communicative contexts will be transnational.
Apart from this, students will always reference what they already know from their first language when working with a second language. This helps students process the information and improve communication in their second language. Take me as an example, my mother tongue is Chinese, when I tried to learn Japanese, translanguaing is of great help to me. Since Chinese and Japanese share many similarities in vocabulary, like 手纸vs手紙，人间vs人間，翻译vs 翻訳, I can use my L1 knowledge to better understand my L2 language. As a result of using this translanguaging pedagogy, I become one of the best Japanese learners in school.
Question:
Are there any teaching strategies can teachers use to better facilitate translanguaing pedagogy?
References:
Wei, L. (2017). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30. https://doi.org/10.1093/applin/amx039
Social media has changed the world we used to know and become a new source of information. The content created on social media platforms, such as Facebook, Instagram, Tik Tok, and YouTube, influences the opinions of billions of people around the globe on almost any topic. From dating to supporting humanitarian movements, from joining a gardening group to reading news stories, the world is at your fingertips. The education community is not detached from this new digital era, and the effects of social media can be noticed in the behavior of the new generation of learners.
If you are an ESL teacher, for sure you have corrected writing errors such as, i (first-person subject pronoun), u (you), coz (because), ur (your), and others. No doubt that the texting culture has altered the way students write forever. Time is of the essence. Everything should be executed rapidly, and more abbreviations and acronyms appear every day. It comes as no surprise to read expressions such as TMI (too much information) or NVM (never mind) in an essay or an assignment. Moreover, the structure of the sentence is changing. Many sentences lack clarity because they either miss important parts or they are not cohesive. The students want to write and finish fast, so they assume that the reader keeps up and understands their thoughts, but in reality, writing sentence fragments instead of complete sentences will only complicate comprehension.
Punctuation and spelling have their share too. The students rely heavily on spell checks and autocorrections generated by the software of the texting applications. Therefore, the absence of such options when using a pen and paper generates a lot of writing errors that affect comprehension. For example, when I was correcting a student paper, I discovered that fish can magically sing because she mistakenly wrote that she watched a show of sole singers.
Furthermore, learners’ attention span is highly influenced by social media. If we compare the length of video reels and posts on social media, we will notice that their length is between 15 and 60 seconds. So, in case the user likes the post, they are likely to interact with it (like, dislike or share). If they do not, they swipe up and move to the next one. I believe that swiping between topics becomes a habit. My colleagues and I notice that this behavior has been transferred to the classroom. In other words, the new generation of learners gets bored easily and cannot concentrate on the teacher (or sometimes their classmate) speaking for more than one minute. They lose attention and become bored quickly. Therefore, it is very challenging to keep them engaged all the time. Even in writing composition, it is not surprising to read that most of the sentences end with and so on or etc. The students are not patient enough to complete their thoughts and ideas. They just list one or two ideas and expect the teacher to understand the rest.
By the same token, the use of social media apps can have a positive outcome on learners. For instance, Lee (2022) found that short videos on Instagram and Tik Tok can serve as affordances (or an opportunity) for learning English even though their content was not designed for ESL purposes. The author noted that learners interact with the affordances by creating content through posting photos and videos, writing limited texts, and sharing posts and hashtags. (Read Van Lier (2004) to know more about affordances and the ecological concept).
To use social media purposely, my students and I are working on a project on Instagram. We are going to create an account of a major character in the novel that we will read. Mr. Terupt (the name of the character in the novel) will post photos, texts, and videos related to the novel’s events. Students in their turn can interact with the posts by responding to the questions, helping the character, or even sharing their opinions (like or dislike the post). I believe this activity will keep them engaged, willing to read more, and eager to share their opinions.
What about you? What do you think is the effect of social media on learners of a second language?
References
Lee, Y-J. (2022). Language learning affordances of instagram and tiktok. Innovation in
On November 7th, 2022, Professor Riches posted an invitation for a webinar entitled: Publish in English or perish: Challenges and opportunities of French-language research in Canada. Coincidently, a problem I had chosen to investigate in my thesis proposal. That led me back to that reflection since my worldview and existence as a graduate student and non-native English user have always helped me bring the issue of reading and writing academic texts in English into focus and live the “read and write in English or perish” dilemma.
In educational institutions around the world, scientists demonstrate their membership in their community by engaging in the activities of that community, such as conducting research, obtaining funding, attending conferences, and guiding students (Swales & Feak, 2000). This membership identity as a scientist is enacted and recognized by others through active social practice in which those in that community also acknowledge other individuals as members. Publishing is a principal means of actively practicing membership in the academic community, and increasingly, publishing requires writing in English (Englander, 2009).
That situated phenomenon is in keeping with the results of a survey by Jernudd and Baldauf Jr (1996), which investigated why researchers worldwide write in English. It concluded that communication among peers, international exposure and prestige are the main reasons why scientists have their work published in English.
In the case of non-native English-speaking academic members, professors and graduate students, higher investment in language learning and additional costs of producing linguistically adequate texts are additional problems with which the non-native speakers have to struggle. These difficulties extend beyond the individual scientist and scholar to publishing companies or even all firms for which science and scientific communication are economically essential in countries where English is not the native or at least a wide-used official language (Ammon, 2001).
Therefore, English speakers have a distinct advantage in a world that has adopted English as its universal language (Kaplan, 2001). Improving the non-native graduate student’s English language proficiency seems unavoidable for full participation in the academic community.
According to Kaplan (2001), science is essential for promoting the growth of a standard language because it uses a common set of methods and measurement standards and is cumulative and self-referential. In this sense, Ammon (2000) acknowledges that, all around the world, English has come to serve extensively for research or research related to communication (data collection, publishing, correspondence) as well as the language of science instruction.
Consequently, the dominance of English as a language of science has elevated the reputation of English-language universities and advantaged native speakers of English by creating what Tonkin (2011, p. 106) calls a reinforcing loop of language flow’, promoting the use of English as language choice of scientific publications. According to Mair (2006, p. 10), an accelerating phenomenon in recent years, who stated that English was used in 90.7% of natural science publications and 82.5% of humanities publications.
Swales (2008) has done extensive research on discourse communities concerning the complex aspects of publishing in scientific communities, ranging from linguistic and rhetorical issues to power negotiation. For Swales, a discourse community is a group of people who have common goals or purposes and use particular communicative genres to achieve those goals. In the case of academic writing, it implies that it is crucial for an individual participating in socially constructed academic activities to have a suitable degree of knowledge of content and discourse expertise. However, this expertise may be put in check when non-native English-speaking scientists submit manuscripts for consideration to English-language journals and sometimes receive comments from reviewers that are critical of their English language skills.
Questions:
Has the academic writing in English been demanding for you?
Do you read academic papers in other languages? Why, why not?
References:
Ammon, U. (2000). Towards more fairness in international English: Linguistic rights of non-native speakers? In T. Skutnabb-Kangas & R. Phillipson (Eds.), Rights to language: equity, power, and education : celebrating the 60th birthday of Tove Skutnabb-Kangas (pp. 111-116). Mahwah, NJ: L. Erlbaum Associates.
Ammon, U. (2001). The dominance of English as a language of science: effects on other languages and language communities: Mouton de Gruyter.
Jernudd, B., & Baldauf Jr, R. (1996). Language selection in science communication. Paper presented at the Conference on knowledge & discourse ’96, University of Hong Kong, Hong Kong.
Kaplan, R. (2001). English – the accidental language of science? In U. Ammon (Ed.), The dominance of english as a language of science: effects on other languages and language communities (pp. 3-26): De Gruyter.
Mair, C. (2006). Twentieth-century English: History, variation, and standardization: Cambridge University Press.
Swales, J., & Feak, C. (2000). English in today’s research world: A writing guide: University of Michigan Press.
Tonkin, H. (2011). Language and the ingenuity gap in science. Critical Inquiry in Language Studies, 8(1), 105-116.
In the whole process of paying attention to the relationship between second languages, language diversity, and social justice, I think the social problems caused by dialects or accents haven’t been paid enough attention to. This blog will start with my own experience to discuss the discrimination caused by dialect or accent which often plays the role of the most direct “criterion” for judging other people.
I was born in the south of Jiangsu Province, China. In Jiangsu, there has always been some default “stigma chain” exists. Due to historical, economic, and many other factors, there are great differences between Southern and Northern Jiangsu, such as culture, living habits, and dialects. The resulting phenomenon is that people in these two parts don’t like each other and think the other is inferior. Among the many factors, dialect is one of the most important judgment bases because the dialects in southern Jiangsu and Northern Jiangsu are completely different. Therefore, the “regional identity” of a Jiangsu person can be judged by the accent alone. The consequence of this judgment is that the mutual discrimination between the north and the south is constantly emphasized and deepened. Facing such a phenomenon in my hometown, I often feel very powerless, as the concept has already been rooted in people’s minds. But I think the thing I can do, as a second language educator, is to tell everyone that, whether we use the word “dialect” or “accent” to describe the phonological and phonological characteristics of a local variety, language is at least not a tool to judge or measure a person’s strengths and weaknesses.
Actually, accent discrimination does not exist only in my hometown. Another example I know is the discrimination of African American vernacular English (AAVE). To some extent, dialects are the markers of power in society, (Winford, 1997). Over time, AAVE has been seen as an inferior dialect, and although it’s incorrect, such a concept has been accepted by many people around the world. As a result, people who speak AAVE are often judged or discriminated against by those who speak “standard English” (Grace, 2020).
All this social discrimination at home and abroad makes me think that if the accent or dialect will cause such great influence on social justice, does someone’s accent need to be corrected? If so, to sound like who? A native speaker or a group of people who belongs to a “superior” region? But what does that even mean? An accent can be a stigma, even among native speakers of the same language. These variations, determined by geography, class and race, are always identified with stereotypes. Fleeing from one means embracing another. Even though everybody has an accent, there certainly is such a thing as accent discrimination and most of us have either suffered or witnessed it at some point. Accent discrimination is, in the end, all about the place: who belongs and who doesn’t? I, for one, enjoy these ghostly presences of something strange in a familiar environment. They are a reminder of the fact that language doesn’t belong to anyone, not even to its native speakers. Language is shared. It is, in principle, a space where everyone is welcome and cooperates toward mutual comprehension, and the very fact that there are accents in the first place, the fact that we can still understand each other through all the differences is the most conclusive proof of the hospitality at the heart of every language.
References
Grace, G. (2020). DataSpace: Names, accents, and racial linguistic profiling: Linguistic and racial prejudice as mechanisms of discrimination against speakers of African American vernacular English. Princeton University. Retrieved November 14, 2021, from http://arks.princeton.edu/ark:/88435/dsp01gb19f8846.
Winford, D. (1997, January 1). On the origins of African American vernacular English – A Creolist perspective: Part I: The sociohistorical background. Diachronica. Retrieved November 14, 2021, from https://doi.org/10.1075/dia.14.2.05win.
The gender biasness in school textbooks is still prevalent in the south Asian countries including India and Bangladesh. This is particularly a matter of concern as they mold the young minds and create a lasting impact.
The analysis of textbooks demonstrates gender stereotypes as exhibited through contents and illustrations. While women depict the characters as housewife, teacher, nurse, tailor, or cabin crew, men are characterized as policeman, fireman, engineer, scientist, pilot, professor, or landlord. Thus, men are represented as heroic and strong-willed, and women are positioned as inferior, feeble, dependent, who rarely appear in the central character. This reinforces the maintenance of the prejudiced, orthodox ideas as propagated by the patriarchal society and their designated role for women. Also, the stories in the textbooks convey the message that women are helpless without husband or son in a family. Therefore, women even being educated and employed, are not independent and secured in the society without the shoulder of a man.
Though the participation of girls has increased both in the primary and secondary education, such lessons construct their notion of self-identity and social position which is always subordinate to men. This dependency even restricts their career plan as they are afraid of taking up challenging jobs that might create rift in the family, although being equally competent and earning more than their husband.
Therefore, the use of sexist language in textbooks as approved by National Curriculum and Textbook Board (NCTB) echo in the classroom and let the learners grow up with these gender discriminatory prejudices and behave according to the way as mandated by the patriarchal society. This visible disparity needs to be addressed to mend the existing portrayal of women in educational textbooks and institutions. Some steps might be considered in this regard include reformation of the textbooks along with the way teachers, parents and society speak and behave with young children. The premises of all educational institutions should turn into places that promote open mindedness, exchange of views, and equality for both genders.
Questions:
Have you observed gender discrimination in your place? In what forms does it exist? Does it have any impact on the women and society?
Bilkis, A., Habib, S. B. and Sharmin, T. (2010). A Review of Discrimination in Employment and Workplace. ASA University Review, 4(2): 137-150.
Orfan, S. N. (2021). High school english textbooks promote gender inequality in afghanistan. Pedagogy, Culture & Society, 1-16, 1–16. https://doi.org/10.1080/14681366.2021.1914148
According to Asante (1991), Afrocentricity is linked to education “from an African worldview.” In language instruction, this concept corresponds to the concept of ethnicity (Van Herk, 2018). However, the black community includes not only African communities, but also communities with African ancestry from the Caribbean, Canada, and the United States. When it comes to the “sense” of this sociolinguistic phenomenon, more actions in the real educational system may be required – Africentric Alternative School is one example.
Clearly, Africentric Alternative School is an innovative educational sociolinguistics model in Canada. In a multilingual context, it reshapes traditional understandings of African heritage. Despite some challenges, the active participation of the local African heritage-based community demonstrates the success of this model. In general, this school model reconstructs the identity of local people involved in this heritage. It turns out that the community-emphasized aspect of Canadian multilingualism is demonstrated in this case. Furthermore, various communities have pledged their support for the construction of this new school model. Similar educational innovation may be required not only for African heritage communities but also for other ethnic communities. Crump (2014) also claims that the introduction of LangCrit represents the recent success of critical language and race theory research. Because it comes from a critical perspective, the LangCrit helps to structure the design of the school curriculum as well as the sociolinguistic vision. This reconstructed vision should, indeed, be double-counted.
Moreover, Giddings (2001) discovers that incorporating Afrocentric content into the school curriculum is effective. African heritage-centered education contributes to the multicultural context in Canada through the useful critiques of these scholars. This innovative educational institution has the potential to redefine the power of communal culture in the pursuit of educational justice. There appears to be an emphasis on “common value” in Canadian multilingualism. The Africentric Alternative School is a brilliant example of educational inclusivity, particularly in the curriculum that conceptualizes this vision. That being said, what matters is not only the knowledge of African heritage but also the process of legitimizing African sociocultural production.
In my opinion, the construction of such an educational institution is a “communal request.” This request formalizes the integration of African heritage into the mainstream of Canadian education. Naturally, I think about the various Chinese cultural centers in Canada. In comparison to the Africentric Alternative School’s initiative, Chinese heritage-based centers may need a little more courage to initiate this type of “communal request” – to preserve minority culture (other than English and French languages in Canada). This request should be regarded as an urgent need to be incorporated into the scope of Canadian multilingual culture. Nonetheless, cultural conflicts (or misunderstandings) remain along this path to a relatively optimal state in multilingualism – a critical vision should be emphasized.
Finally, the Africentric Alternative School represents a novel perspective on conceptualizing African heritage-based communal culture in the context of Canadian multilingualism. This insight – about respect and common value – is embedded in the “mainstream” of Canadian educational reform.
Question: What is your own opinion about the Africentric Alternative School?
Reference
Akua, C. (2020). Standards of Afrocentric education for school leaders and teachers. Journal of black studies, 51(2), 107-127.
Asante, M. K. (1991). The Afrocentric idea in education. The journal of negro education, 60(2), 170-180.
Giddings, G. J. (2001). Infusion of Afrocentric content into the school curriculum: Toward an effective movement. Journal of black Studies, 31(4), 462-482.
Continuing to document my lived experiences (https://bild-lida.ca/educationalsociolinguistics/fall-2022/linguistic-experiences-in-montreal/#comments), October my second month in Montreal is chaos. I’ve been coughing from time to time since I arrived; I start coughing especially when I am anxious about schoolwork . Then I decided to go see a doctor. Before seeing the doctor, I knew my cough is pharyngitis. I had that in China and brought some traditional Chinese medicine and antibiotics with me this time. It’s just that I finished them, and then bought some other traditional Chinese medicine in China town but they didn’t work. The cough is still there when I feel anxious. I decided to try to see if the doctors at the university clinic have some western treatment for it. It’s such a long process to see doctors in Quebec! I’ve heard before that doctors are very few and patients are always more in Canada. Still, it’s so much harder to get some medication here than my past experiences in Calgary. It was difficult to book an appointment because no one was answering my phone calls. Then I went in person and almost got into a quarrel with the student volunteer but I managed to get a number to see a doctor that day. The first doctor gave me medication for my stomach, as if I eat too much and have heartburn, but I don’t have those symptoms. I don’t have much of an appetite and have lost some weight since I arrived. Still, I got the medication from the pharmacy and googled it, because it was necessary to have some medication to treat my cough. But one pharmacist asked if my symptoms matched the medication, and I didn’t dare to try it in the end. Recommended by my classmate, I booked an appointment with an Access Advisor and then saw a second doctor. Luckily the medication this time feels correct. I am trying it and then wait to have an X-ray . . . hopefully when my cough gets better, my sleep will be better and won’t affect my study and life anymore.
My question is how many difficulties and anxieties are caused by my linguistic and cultural barriers in Quebec? Is it just a “negotiation phase” in the culture shock model? Is it because of different medical systems between Quebec, Alberta, and China? To what extent do the three factors mentioned above contributing to this?
As we are all aware, many teens use social media outlets for multiple hours, daily. From scrolling through TikTok, to watching endless YouTube videos, Twitter, Instagram, you name it, they’re on it. Upon the topic of teens time spent online, an interesting question to raise is how their language skills may be influenced by social media and whether this influence is something that teachers should shut down or use to learners’ benefit.
Based on my experience teaching English Language Arts to learners aged 13-16, it has come to my attention that many students speak and write in their ‘online literacy’ language. The most notable part of it is the use of acronyms and shortened words for writing in class. Words such as through are written as thru, to be honest as tbh, okay as ok, going to written and spoken as gonna, etc. The list can indeed go on. All of this to say, students are thus using a new form of language online that is not always translated well into the school curriculum.
When reading through my students’ final responses I was quite shocked. I was wondering what I can do to address my students needs as digital media users for them to understand the difference between informal online language and language that is expected in formal writing in class. I started with a discussion of comparing some of the acronyms that I found in their responses as well as their proper form. The thing is students say they are aware that they are using their online lingo in class. All this said, is it just a habit then, that influences their use of online language in class?
In addition to the shifts in writing skills from the influence of social media, I have noticed that students use the slang in their daily conversation approach with their peers as well as me, their teacher. Though, where am I to draw the line? I often get “Yo, Miss Alison!” Although I am not bothered by it, being a young teacher, I know it is not meant to be disrespectful. Whereas other teachers that I work with may be bothered by students’ current methods of speech and are unaware of the fact that this is indeed how teens speak to each other online and in person.
This discussion of specific forms of language belonging to either online or in school can be tied together by exploring the idea of style. According to Van Herk (2018), language users often shift the way they speak depending on the context. Typically, individuals evaluate the situation in which they are participating in and decide which language style is best fitting to the particular situation (Herk, p. 126). Moreover, the degree of formality is the focus that is being changed when discussing the topic of internet slang VS. academic writing as well as informal chatting and greeting with teachers such as “Yo, Miss Alison”. That said, the ability to shift depending on context is a skill, thus, a skill to indeed be practiced.
That said, where should the line be drawn? Am I to expect students to speak to me the same way they are expected to write in formal English? Also, how has their social media experiences influenced the way they speak and is this where the shift is coming from?
Questions:
Does social media influence teen’s language in the classroom? How can teachers promote students multiple literacies? Is there a form of language that should be solely used in school?
Source:
Van Herk, Gerard. (2018). What is sociolinguistics? 2e Chichester, West Sussex, UK: Wiley-Blackwell.
