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As my year abroad in France was vastly approaching, it became apparent that the accessibility of certain resources would prove beneficial in the pursuit of my honors thesis in French. Thus, even before my departure it was decided that I would focus on the French texting language. While the specifics were not yet fully developed, it was certain that the subject was relevant as the use of communication technologies were becoming more prevalent amongst younger generations. Upon my arrival in Lyon, the objective of my thesis was realized as I began to slowly understand the descriptive nuances of both spoken French and the ever-changing texting language. As a language student, it felt necessary to understand and analyze both the prescriptive and descriptive facets of the French language, including those of the text shorthand. Therefore, it was my intention to learn the vocabulary and linguistic traits that were most frequented in this distinct jargon, not solely for myself, but also for my fellow students of French. This task was accomplished by reading and recording the text messages from ten native speakers. These texts were then compiled into a proper corpus, which was primarily used as the resource for the further applied projects I wished to create. Given this research, a type of dictionary was organized from the words that I found to be most exemplary of the French texting language. In addition, an analysis was also written concerning the common linguistics traits found in the corpus. It was my intent to provide the students of Arizona State University with relevant resources that could assist in the immersion process during or before their study abroad experience. In pursuit of any language, it seems that it is integral to maintain a sense of understanding of all common elements of a language, as they are constantly evolving. Thus, it was important for me in my attempt to master French that I understood all the nuances of the vernacular that were being used by the native speakers.
ContributorsMarquez, Monique Evangeline (Author) / Bahtchevanova, Mariana (Thesis director) / Danton, Naomi (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor)
Created2014-12
Description
Families play a major role in the learning and development of young children, and this is particularly true in the discipline of literacy. Family literacy emphasizes connecting with families to foster literacy learning and has been a major topic literacy of research and practice for over the past 25 years. Initial work focused on the interactions and practices of families, but the key to promote literacy learning is connecting with families. Many programs have attempted to make these connections, but have only been successful at reaching small groups of families. The widespread use and accessibility of technology provides opportunities to connect with more families with greater ease. Text messaging is one form of technology that could be used to promote family literacy by more conveniently connecting with the families. This review of literature examines the use of texting to promote family literacy. First, it will focus on family literacy research and initiatives. Then, it will highlight the use of text messaging interventions, particularly to connect with families.
ContributorsOsman, Brianna Kaylin (Author) / Watanabe Kganetso, Lynne (Thesis director) / Henriksen, Danah (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12