Text Messaging Lingo

A new language, casually known as text messaging lingo, has become so prevalent that entire web pages are devoted to translating the acronyms and shortcuts into English. We might have once thought that the explosion in cell phone usage would just cause an accompanying explosion in telephone conversations. But a new phenomenon occurred as the letters on the phone keypad suddenly gained significance. Whether or not it was the teenagers of the world who first discovered the usefulness and practicality of text messaging is not known. But they have certainly claimed the technology for their own and, in so doing, developed a lengthy list of text messaging abbreviations for parents to decipher. The sending and receiving of quick messages, limited to 160 characters, via the cell phone's wireless lines have wreaked havoc on family budgets while allowing teens to communicate, furtively, secretively, with one another no matter where they are -- in the classroom, in the movies, even when they're supposed to be sleeping. There is no denying that the incredible advances in Internet and cell phone technology are changing the way people communicate with one another.

The code of text messaging lingo is shared with instant messaging conversations, in chat rooms, on forums and discussion boards, and in email. In fact, the prevalence of text messaging abbreviations is identified by language experts as computer-mediated communication. And, of course, computer-mediated communication is usually referred to by its own acronym of CMC. The science of language is known as linguistics and the linguists who specialize in CMC are fascinated that they can observe, first hand, the evolution of changing vocabulary and the rules of punctuation and grammar as people become more comfortable with using common acronyms and shortcuts to quickly send a message or to express an emotion. It's much faster to tap out LOL than "laugh out loud" in response to a joke or to send the ever-popular smiley face icon. These kinds of acronyms and shortcuts are needed because of the obvious disadvantages of computer-mediated communication -- the lack of facial expression and tone of voice. A smiley face can soften words that might be taken the wrong way by the recipient and adding "j/k" to a message means "just kidding."

Of course, kids aren't the only ones sending texts and instant messages. Parents find the technology can be an unobtrusive means of checking up on Junior's whereabouts without embarrassing him. A simple "Where RU" allows the teen to give an update and none of his pals need to know. Co-workers can send quick updates to one another and a boss can easily and quickly check in with her secretary without a single word being spoken. In addition to the more common text messaging abbreviations, various groups (whether family members, a peer group, or a particular office) often come up with unique acronyms to stand for particular words or phrases commonly used within the group. All these aspects of computer-mediated communication excite some linguists and disturb others. Educators also are divided in how they view the CMC phenomenon. Part of the concern is that the English language will dominate the international community and this may result in the loss of native languages, almost like a reverse Tower of Babel effect. The Genesis writer tells us that long after the Flood "the whole earth was of one language... And the LORD said, Behold, the people is one, ...let us go down, and there confound their language, that they may not understand one another's speech. So the LORD scattered them abroad from thence upon the face of all the earth... Therefore is the name of it called Babel; because the LORD did there confound the language of all the earth: and from thence did the LORD scatter them abroad upon the face of all the earth." (Genesis 11:1,6-9) Many experts see English as the dominant language of the Internet. However, other linguists see the Internet as a means of preserving those languages that are in danger of being lost and recognize the positive aspects of increasing cross-cultural communication.

Educators also are divided on the entire issue of CMC. Some are concerned because students often include text messaging lingo in written assignments. These teachers worry when students ignore long-established spelling and grammar rules. Other educators find creative ways of embracing how comfortable students are with texting to teach important lessons. These teachers claim that students increase literacy skills when texting is accepted as a legitimate means of communication. In fact, skilled teachers believe that the most students do understand that different forms of writing are suited for different audiences. Computer-mediated communication, though popular for peer interaction, is just one form out of several. Teachers who embrace the legitimacy of CMC can use text messaging abbreviations as springboards for discussions of classic literature. Creative educators can show students how the English language has changed over the centuries from the stilted, difficult passages of Shakespeare to the up-to-the-minute post on a well-known blog. Teachers are also finding success in the classroom by assigning students the task of writing poetry within the limitations of a text message. A major British newspaper even sponsored such a contest and gave a cash reward to the winner.

Only time will tell whether native languages are lost or almost extinct languages are preserved as a result of the Internet and CMC. Or whether students will gain or lose common literacy skills after years of using text messaging abbreviations. But it's safe to say that text messaging lingo is here to stay. Wise parents will learn the meanings of acronyms, linguists will consider watching in amazement as language changes before their eyes, and teachers will need to create relevant curriculum to teach literacy and literature to the CMC generation.

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