Pre-service Teachers’ perceptions on instant messaging and orthographic competence

Abstract


 
 
 This work examines the perception held by pre-service teachers of Spanish in Chile and Argentina of the digital written norm in IM, together with their opinion regarding the influence of textisms on secondary students’ acquisition of orthographic competence. The study uses a transactional approach based on surveys and uses and applies a descriptive non-experimental design. Results, when compared with studies for the European Spanish variant, showed that pre-service teachers in Chile and Argentina considered use of textisms as harmful to secondary students’ development of orthographic competence, despite their own frequent use of textisms. However, one of the main findings is a certain degree of tolerance of specific types of textisms in digital writing, as was a more integrative approach to those written variables on the part of participants in Argentina.
 
 

Ke Dise, Mi Arma? Dialectal Varieties in WhatsApp Digital Norm of Andalusian Adolescent Speakers

“…The results of the study show that these textisms are not related to the standard orthography of Spanish. These results are consistent with the studies of Gómez-Camacho et al (2018) and Núñez-Román et al (2021) for the Spanish language, as well as with Wood et al (2011), Lanchantin et al (2015, Verheijen et al (2020), and Verheijen and Spooren (2021) for other European languages.…”

“…However, other studies highlight that there is no negative correlation between digitalk and literacy skills among youngsters and adolescents in other languages (Van Dijk et al 2016;Verheijen et al 2020;Verheijen and Spooren 2021 for Dutch;Wood et al 2011 for English; Lanchantin et al 2015 for French). In the case of Spanish, although teachers and trainee teachers have a negative perception of the effects of digitalk on literacy skills (Cremades et al 2021), various studies report a more tolerant attitude toward textisms and a greater awareness of digitalk as a code restricted to certain smartphone-mediated communicative contexts (Gómez-Camacho et al 2018;Hunt-Gómez et al 2020;Núñez-Román et al 2021). In addition, Gómez-Camacho and Gómez del Castillo (2017) show no relation between digitalk and an increase in spelling mistakes in formal texts among Spanish postgraduate students.…”

English Code-Mixings in WhatsApp interactions among Spanish adolescents and their orthographic competence

“…In the Spanish language context, research has mainly addressed how the influence of digitalk on standard writing is perceived by the speakers (Cremades et al, 2021;Giraldo Giraldo et al, 2018). It has been highlighted, for example, that young Spaniards show a greater tolerance to the use of textisms which do not alter the relationship between phonemes and graphemes (Hunt-Gómez et al, 2020), those based on the creation of neologisms (Núñez-Román et al, 2021) or the ones related to multimodal elements (Gómez-Camacho et al, 2018). On the other hand, recent research confirms that textisms represent intentional discrepancies with the academic norm in the digital context and, therefore, cannot be considered as misspellings that occur due to ignorance of the Spanish language, but rather new forms of language generated using digital technologies (Gómez-Camacho et al, 2023a;2023b;2024).…”

Textismos como procedimientos de lenguaje inclusivo. Comunicación digital docente e implicaciones educativas

“…De la misma forma, Bonnin y Coronel (2021) o Kalinowski (2020) estudian el uso del morfema -e como marca de género inclusivo y su aceptación entre los hablantes en los entornos de escritura digital. Así pues, son numerosos los actores que han detectado una mayor aceptación de los textismos destinados a favorecer el lenguaje inclusivo en los nuevos formatos de comunicación (Bengoechea y Simón, 2014Núñez-Román et al, 2021o Salinas 2020, por citar algunos).…”