Literacy in the Facebook Era - Waray Dictionary and Language ...

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Fullmer 12 the other blanks follow?). The telegraphic nature of communication on Facebook likewise forces our students to decipher, to fill in the gaps, thus becoming better predictors of meaning. We can use this knowledge to teach reading comprehension in the classroom. 3. English vocabulary is expanding given increased exposure to words. According to the above survey, the average EVSU Facebook user spends an average of 9.3 hours on the site per month. Contrast this to Thompson’s statement that all English language texts for four years of high school can be read in 12 hours. And though the grammatical content and subject matter of Facebook reading is far inferior to the texts students read in books, the potential for students' exposure to new vocabulary is far superior. On Facebook, readers do not learn English vocabulary by way of dictionary definitions. Instead, as in Examples 1, 2, and 5 students learn meaning of an unknown word based on known words adjacent to it. For this reason I conclude that Taglish or Waranglish can improve standard English vocabulary. We might use similar techniques to teach vocabulary in the classroom. 4. Higher Order Thinking Skills may or may not improve due to Facebook communication. As Nicholas Carr’s research suggests, the brevity of Facebook communication (Examples 1, 4, 5) may counteract deep thinking. Higher Order Thinking Skills (HOTS) such as Remembering, Analysing, and Evaluating may atrophy as the Facebook user zips from one post to the next. For instance, the responses in Example 5 show students understanding to the clever sideways text, but demonstrate no real exploration or analysis. Despite this, we might note that, according to Bloom’s Taxonomy, “Creating” is the highest of the HOTS, and Facebook’s architecture emphasizes active creation: students shape their personal profiles, refine their online identities, apply information they have found in one post to something they are sharing in another. It therefore is possible for teachers to use the Facebook platform to develop students’ HOTS. III. Recommendations How should teachers adapt given these fundamental changes? As my fellow EVSU instructor Mary Jessica Tiozon-Alalid points out to me, teachers can do little to change the reading and writing practices of our students outside the classroom. We cannot require students to text message in grammatical English. We cannot require them to evaluate and analyse Facebook posts.
Fullmer 13 But we can apply feminist scholar Elizabeth Flynn’s (1988, p. 432) theory about gendered texts to the current issue of nonstandard English. Just as Flynn would make students more aware of the problematics of gender privileging in texts by making it part of class discussion, we can make students more conscious of the differences between standard and nonstandard English. This will not directly teach them better grammar. It will not immediately teach them proper spelling. However, we can build a foundation for them to be more discerning about their use of English. Below, I provide two sample lesson plans.
Page 1 and 2: Literacy in the Facebook Era A Peda
Page 3 and 4: Fullmer 3 Texting and internet Engl
Page 5 and 6: Fullmer 5 The knowledge of English
Page 7 and 8: Fullmer 7 But there is another side
Page 9 and 10: Fullmer 9 get a sense this populati
Page 11: Fullmer 11 III. Analysis With the r
Page 15 and 16: Fullmer 15 Application: As homework
Page 17 and 18: Fullmer 17 Obviously, this research
Page 19: Thompson, R. (2003). Filipino Engli

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