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Electronic Communication

Political, Social and Educational uses

Edited By Sami Zlitni and Fabien Liénard

Whether they are citizens or political, client or company, learner or teacher, men now converse with a variety of stakeholders by using ICT. All these electronic tools promote uses and practices which give them considerable power of speech, strong freedom of expression and choice. So each of us participates actively, wherever we are and whenever we want, in the construction of «new intermediate spaces» making permeable classical border from public to private space.
All this justifies this collective work that proposes to examine electronic communication from various angles. Thus, twenty-three researchers were involved in the drafting of the nine chapters of this volume we introduce, in collaboration with Marina Haan. The transcription of an Yves Winkin conference contextualizes it. This conference took place in June 2014 and was held on the occasion of an international conference on Electronic Communication, Cultures and Identities. The chapters proposed here are not answers but insights from experience and research worldwide. The chapters are grouped into two main parts: ICT and political communication and Education, identity and electronic communication. Two parts which ultimately correspond to areas that use electronic communication with various initial communication objectives.
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Text Messages: Enemy or Ally in the Spelling Learning Process? A Longitudinal Study of 11–12-Year-Old Junior High School Students



For the first time in human history, new technologies are providing a great number of people with the opportunity to use written language in the context of interpersonal relationships. Previously, written language had essentially been used in the context of religious practice, administration and laws, the creation and teaching of knowledge, and in literature. Written correspondence between two people had been reserved for a literate minority, while the majority had only very occasionally made use of it in the form of short letters or postcards. By seizing new technologies, today’s young adolescents are multiplying their use of written language in text messages, electronic mail, instant messaging, forums for discussion or on-line homework help, blogs, and social media.

On December 3, 2012, text messaging from mobile phones celebrated 20 years of existence–and of exponential growth, especially among adolescents (12–17 years of age). In France, 86 % of adolescents send text messages, claiming they send an average of 435 per week (Bigot & Croute, 2012). Text messages are written using specific spelling forms (textisms) that differ from traditional spelling. Children are using mobile phones at a younger and younger age (Ofcom, 2008), thereby learning traditional writing in school at the same time as they are learning text-message writing. This text-message writing “frightens” parents, teachers, and the media. The hypothesis can be made that text messaging practice has a negative influence on written-language learning at school if text messaging is regarded as an incorrect...

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