I love technology particularly in how it has provided new learning opportunites to the disabled or handicapped. However, with the advent of technology, we are seeing more alternative methods of communication deployed in sms or messanging. Spell checker and grammer checker are now built into word processing software. Even countries have their own version of english such as Singlish and Australian english.
While these new ways of communication may be fun and cool, what are some of the challenges it could present to personal interaction, learning and generational communication?
Could this new form of expression be considered as a new step forward, or a decline of the language standards as we know of it? What could you suggest for improving of learning and teaching of a language? Is it about having more hours allocated for language teaching?
More hours for language learning is not the answer. I think that language learning must become more relevant and more fun. A graduated exposure to a wider range of environments is more important than more hours. Certainly, we can spend less time on rote learning of spelling.
More hours for language learning is not the answer. I think that language learning must become more relevant and more fun. A graduated exposure to a wider range of environments is more important than more hours. Certainly, we can spend less time on rote learning of spelling.
Perhaps, making spelling fun and interesting may be a solution. Could and should syllabus including spelling by itself be removed entirely from an individuals' studies from kids to teenagers if they are performed more frequently by computers? But if we do, could we become increasing handicap? For example, if we were to use computers to research on the internet to complete our homework, won't examiners have difficulty to read and understand our handwritten exam papers?
No, spelling is important "Theirs" is not "There's".
Pupils will Google in vain for "ecxhange"!
Then, as an examiner I will only be too glad to have no illegible handwriting handed in. It will speed up marking.
I think there are both pros and cons to the rise in technology and the exponential rise in level of exposure that children/young people have had even compared to 6 years ago (when I was leaving secondary school). On the one hand technology favours efficiency (with appropriate training) and students of the current generation are fantastically capable and efficient in learning new systems/interfaces. For that matter I think we see a massive rise in other non-traditional language skills - potentially a rise in multilingual people (e.g., C++, Python, French & English).
On the other hand I think there is potential for technology to overshadow the basic skills that you or I value as base and important (writing, grammar, basic maths) but this is a matter of subjectivity, global attitude change and relevance as has been mentioned before. We do need to make things relevant in education. Young people have access to far more information on a range of topics. Arguably, as a result they are more prepared to ask questions and challenge but this also needs addressing in the context of appropriate expression, culpability (semantics/context matter even online) and individuality. In order to encourage the maintenance of basic skill sets (reading, writing, maths, life skills, communication) educational examples need to be put into the context of now with a grounding in yesterday and a realistic assessment of tomorrow - education that has bearing on life after school/college.
I think what underlies a lot of the apprehension surrounding technological advancement and intergenerational communication decline is a result of two factors a) marketing strategy for new technologies aimed at the younger generation and b) an inherent view of the general public and media (at least in the UK) that older people WILL inevitably find it difficult to learn new skills or adapt to new technologies. A exacerbates B and B fuels A as the interests of older people in new technologies dwindles because 'it's not for me'. The rift between generations (and other 'groups' of people) should be a key focus if we are going to have any hope of making education language skills matter and making them relevant and beneficial to all. In particular, I think there is potential to achieve an inclusivity within education generally that has not existed in our history before - better support for people with disabilities, better assessment of dyslexia, more effective, online and accessible rehabilitation methods to name but a few. However, I still think we a long way from this ideal and a massive paradigm shift still needs to take place in order to achieve it.
Technological advancement is a double-edged sword and always has been. The key is to be dynamic, adapt, be open-minded and embrace challenges (to questions, situations, theory) in my opinion at least.
I suggest you read Jean Aitchison's Language change: Progress or decay? I would also appreciate if anyone could tell me (together with examples) what "impure" means in linguistic terms. Best regards.
@Clara: In linguistic terms, "impure" would mean "Blemished", "Adulterated", or "Debased" ("B.A.D."!). Examples: Lack of agreement between subject and verb. Borrowing from other languages, when you already have a suitable word in your vocabulary. SMSese.
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