Adolescent nicknaming as a rich linguistic and pedagogical resource for teachers
Author(s)
Taylor-Leech, Kerry
Starks, Donna
Willoughby, Louisa
Griffith University Author(s)
Year published
2015
Metadata
Show full item recordAbstract
Despite an increasing international trend towards integrating linguistics into the mainstream English curriculum, many teachers struggle to find exciting and relevant ways to cover this material with their students. In this article, we describe how nicknames collected as part of a research study of Australian secondary students can be used as a pedagogical resource for Year 9 students. We argue that the linguistic analysis of nicknaming provides an ideal opportunity for teachers to introduce linguistic concepts to a teenage audience that is age appropriate, relevant and meaningful. Based on a survey of 642 Australian high ...
View more >Despite an increasing international trend towards integrating linguistics into the mainstream English curriculum, many teachers struggle to find exciting and relevant ways to cover this material with their students. In this article, we describe how nicknames collected as part of a research study of Australian secondary students can be used as a pedagogical resource for Year 9 students. We argue that the linguistic analysis of nicknaming provides an ideal opportunity for teachers to introduce linguistic concepts to a teenage audience that is age appropriate, relevant and meaningful. Based on a survey of 642 Australian high school students, we present some common features of nicknames and provide suggestions for how teachers could use this as a platform for exploring language issues with their students. We also show how the study of the forms and functions of nicknames fits into the Australian national curriculum for English at the junior secondary school level.
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View more >Despite an increasing international trend towards integrating linguistics into the mainstream English curriculum, many teachers struggle to find exciting and relevant ways to cover this material with their students. In this article, we describe how nicknames collected as part of a research study of Australian secondary students can be used as a pedagogical resource for Year 9 students. We argue that the linguistic analysis of nicknaming provides an ideal opportunity for teachers to introduce linguistic concepts to a teenage audience that is age appropriate, relevant and meaningful. Based on a survey of 642 Australian high school students, we present some common features of nicknames and provide suggestions for how teachers could use this as a platform for exploring language issues with their students. We also show how the study of the forms and functions of nicknames fits into the Australian national curriculum for English at the junior secondary school level.
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Journal Title
Australian Journal of Education
Volume
59
Issue
1
Subject
Education
English and literacy curriculum and pedagogy (excl. LOTE, ESL and TESOL)