Adolescent Nicknaming as a Rich Linguistic and Pedagogical Resource for Teachers

Autor/inn/en	Taylor-Leech, Kerry; Starks, Donna; Willoughby, Louisa
Titel	Adolescent Nicknaming as a Rich Linguistic and Pedagogical Resource for Teachers
Quelle	In: Australian Journal of Education, 59 (2015) 1, S.51-64 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944114563525
Schlagwörter	Naming; Linguistics; Secondary School Students; Grade 9; Teaching Methods; Student Surveys; Student Attitudes; National Curriculum; English Instruction; Foreign Countries; Units of Study; English Teachers; Australia + Suchen Sie Ihr Suchwort? Linguistik; Sekundarschüler; School year 09; 9. Schuljahr; Schuljahr 09; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerbefragung; Schülerverhalten; English langauage lessons; Englischunterricht; Ausland; Lerneinheit; English language lessons; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Australien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01