15. Texting and Fossilization

28 07 2010

 

Ms. Meera Baby, faculty of Govt. College, Kanjirmkulam,  presented  a paper entitled ‘Texting and Fossilization’ at the International Seminar  on Innovative English Language Teaching organized by the Centre for English Language Teaching, University of Kerala and the Government College For Women, Trivandrum on 26th  July 2010. The following  are notes prepared  during the presentation:

  • Texting is a colloquial term referring to the exchange of brief written message.
  • There has been a hike in texting over the years. For instance the number of text messages sent during 2001 was 250 billion and in 2004 it was 500 billion!
  • We have to admit that text message is the new lingo.
  • Texting forces us to morph our language. There is a tendency to be economic for the more the words the more the charge.

 

Some sample SMS forms

10X                 for thanks

4                      for   for

MSG                for message

UR                   for your

GUD                for good

HV                   for have

L8R                 for later

NY1                for anyone

YruL8              for Why are you late?

RU                   for Are you?

  • A study done in the University of  California shows that the written language of those who do a lot of texting is poor.
  • David Crystal’s  book titled ‘txtng : the gr8 db8’  (Texting : The Great Debate) states that the language of texting doesn’t make people bad communicators, but  makes people good at language. The presenter displayed the following poem written in texting style  originally from David Crystal’on her PowerPoint slide.

 

A txt msg pom

his is r bunsn brnr bl%

his hair lyk fe filings

w  ac/dc  going thru

I sit to  him in kemistry,

it splits my @oms

When he -:) @ me

               Julia Bird

  • We need to realize  that a stage comes when we are not able to overcome the habit of using textism. It leads to fossilization- a rather permanent phenomenon of a learner’s interlanguage getting stuck at any stage during the Target language (TL) learning process.

 

Before ending the presentation with a  ‘10X 4 ur time’ statement,   the following was displayed with  a caricature of Shakespeare with a speech bubble : Ah Twitter

2 b/nt

2 b

dtz d

Q

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14. An Appraisal of Methods and Approaches Used For Teaching English in Kerala

28 07 2010

Ms. Vani, a faculty of Govt. College, Kanjiramkulam, presented  her appraisal of the Methods and Approaches of teaching English in Kerala based on the data she collected from educational institutions. It was presented  as a paper at the  International Seminar  on Innovative English Language Teaching organized by the Centre for English Language Teaching, University of Kerala and the Government College For Women, Trivandrum on 26th  July 2010. The following are notes prepared during the presentation:

  • Teachers do not endorse one method alone.
  • One method/ approach alone does not suffice and  we need an eclectic approach
  • We need to use vocabulary to suit the level of the student and mother tongue should be used to explain the meanings of difficult words.
  • We should use plenty of teaching aids.
  • Writing skills need to be given due attention.
  • The 1: 25 teacher student ratio is the best.
  • A coordination in curricular transaction between, the primary, secondary, Higher Secondary  and Under Graduate courses is essential.
  • Cluster workshops tend to be a failure owing to political intervention.




13. Use of Rhymes for Ecological Awareness

28 07 2010

Ms. Vishu, a fourth semester student of the MA Degree course of the University of Kerala,   made her first ever seminar presentation  at the  at the International Seminar  on Innovative English Language Teaching organized by the Centre for English Language Teaching, University of Kerala and the Government College For Women, Trivandrum on 26th  July 2010.

 The following  are notes prepared  during the presentation:

The PowerPoint  presentation had the following lines from Wordsworth as  the first content slide:

One impulse from a vernal wood

May teach you more of man,

Of moral evil and of good

Than all the sages can.

The Tables Turned (1798)

From notes prepared  during the presentation:

  • Environments/seasons  shape the temperament of individuals. So it is important to help children have a better understanding of nature and its elements. One way of doing it is to include pictures of seeds, plants, trees, flowers etc in the text book.
  • Another way is to use rhymes.Given below is one such rhyme:

If I were an apple

And grew on a tree

I think I’d drop down

On a nice boy like me

Giving nobody joy

I’d fall down at once

And say, “Eat me, my boy!”

  • Rhymes also illustrate appropriate social roles. For instance, they can kindle love for animals and other living beings. They can also help develop moral responsibility to protect Mother Nature.




12. Use of Comics and Music in ELT

28 07 2010

Ms. Saritha G, an alumni of Govt. College for Women, Trivandrum, presented a paper entitled The Use of Comics and Music for Teaching English during the International Seminar on Innovative English Language Teaching organized by the Centre for English Language Teaching, University of Kerala and the Government College For Women, Trivandrum on 26th July 2010. The following are notes prepared during the presentation.

• Though comics and music are forms of enjoyment and have been used in foreign universities, it is not popular in India. It can help bring real issues into the classroom.

• Comics have a perfect combination of visual and linguistic element and is appealing.

• We know that printed texts force us to use dictionary regularly and it can become stumbling blocks for readers. Comics usually use simple language. • Comics are affordable and easily accessible.

• The real advantage of comics is that real life is portrayed in novel and ingenious ways.

• The portrayal of crime, horror, and the negative and sexist messages found in some comics have led many teachers to discourage its use.

• Music appeals to the affective domain. It is closely related to the multimodality of language instruction. It startles the senses.

• According to Waldorf , songs and poems are best for oral learning.