De shud b HHIS – which may be translated as “They should be hanging their heads in shame.”
Such is the scolding that some parents and teachers may want to give children and teenagers after reading the state of their homework, because a new study by a graduate student in linguistics at the University of Calgary confirms what some fear: that text messaging has a negative impact on language skills.
Ever since text messaging took off – Canadians send 154 million texts a day – linguists have debated the impact it has on the English language. Some experts insist that texting encourages creativity and writing, that asking “wot r u doin 2nite” isn’t laziness, but rather another way in which English is naturally evolving, as it has done for centuries. Besides, young people know the difference between communicating to make plans for Friday night and writing a formal essay. In New Zealand, educators certainly thought so when in 2006 they approved the use of text speak in high-school exams.
But the naysayers now have some ammunition on their side.
In the Calgary study, a group of university students were asked about their reading habits. Those who read widely in traditional print media such as books and magazines were able to identify more words on a checklist than students who said they did not read as much, but sent and received texts a lot.
Some of the words on the list were real, and others were fictitious. The conclusion was that traditional reading material exposes people to variety and creativity in the language. It helps develop skills that allow the interpretation of new and original words. This is not found in colloquial text speak, which actually constrains the use of English and caused the students to reject many words on the checklist.
It is a triumph for the traditionalists.
To which a teen’s flippant answer might be “wateva DBEYR,” or, Don’t believe everything you read.