Internet has linked the entire world regardless of time and space. Innovation has affected how we think, writeand communicate with others. The notoriety of speedy social interactions on social media has changed ourcommunication designs and gave birth to Text-speak, which is the most adapted mode of communication of thenet-generation. The adolescents cannot be criticised for composing in short-hand as they have adjusted theircomposing style to comply with the word number limitations. Content talk is presently considered a lingo ofEnglish dialect and children are considered bilingual on the off chance that they can communicate in StandardEnglish and text-speak. The matter of concern with short hand writing surfaces when the Text-speak interfereswith scholastic writing and influences students’ performance. At the same time, social media has generouslycontributed to the ubiquity of Facebook, Whatsapp, Twitter, Flash fiction and many more. The length of thesestories, concords with the concentration range of the techno-savvy readers. With encouraged innovations in thetechnical field , we can be sure to see the origin of more dialects and genres as a product of necessity.72984

Rapid advancements in the arena of technology has metamorphosed literature to an extent that its structure ,shape and purpose has completely changed. The advent of alacritous electronic media has replaced personalmeetings to digitalised ones. Reason being, the readers emotional, temporal, and spatial relationship with booksis changing rapidly (Sesek&Pusnik, 2014), the production and consumption of literature is also evolving toshorter and more frequent communications (Strain-Moritz, 2016). A new literary genre has emerged in the formof short digital stories such as flash fiction, mini- fiction, minute stories, sudden fiction, hint fiction, mobile phonefiction, and twitter fiction (Barnard, 2016). These stories have word limit restrictions. For example, twitterimposes a 280 characters limit for each tweet, which increased from 140 characters (For a review see AlSharqi&Abbasi, 2015, 2016). Ironically this genre lacks the traditional flavour of the characters, backdrop settingand a strong plot in which the story use to blossom , nurturing the imagination of a child. Short-digital storiesalso lack vivid descriptions and fail to articulate expressions of characters; therefore, readers connect withcharacters using their own experiences or the experiences of others (Sethi, 2017).The creative outflow of authors in literary writings have been curbed through filters imposed to check unessentialinclusions, deviations, peripheral descriptions & illustrations. Literary text, devoid of literary devices, rhythm &rhyme scheme has lost its very essence & fragrance. Advocaters of short-stories claim that social media promotesa sophisticated form of literary performance art (Franklin, 2014).Today, a new terminology has been introduced in English language like message - msg, important - imp, Goodmorning - G.m and the list is neverending. These short forms save one from reading as well as writing longmessages . This is also because the 21st century generation has less patience for writing and decreasing attention62983

Online Media and Text-SpeakSocial communication permits us to adequately articulate our thoughts into words, words to foster bonds, conveysignificant data, learn from our experiences, and keep on expanding on work done by others (Shariatmadari,2019). Socially, media today has altered social associations and offers an unhindered admittance to individualsacross the globe. Online media clicks permit speedy associations through famous and much used features suchas labels, likes, retweets, and reposts. This simplicity of sharing and communicating makes advanced socialinterchanges limitless. Social media has also generated the need for short term dialect (Akbarov&Tankosić,2016),which is interchangeably called Textese, Digi-talk, Text-speak, Tech-talk, and Internet slang (Akbarov andTankosi, 2016; Cingel and Sundar, 2012; Drouin and Davis, 2009). In both, private and public web-basedcooperations, Text talk is the primary method of public and private communication of the net-generation (Moyle,42981

Despite of the fact that a recent literature review concluded that technology promotes students' creativity andimproves language learning skills (Ahmadi, 2018), the Internet allows short and frequent communications vialimited bandwidth. The Internet facilitates short and frequent communications through restricted tweets andposts. A very common problem faced by present generation is of attention deficit which probably is a result ofextensive and expedious flooding of informatio on the digital platforms. People are hooked to them and intendto be the first to be updated with the happenings worldwide. For example, the net-generation adeptly multi-tasksdigital activities (Bromley, 2010) such as browsing websites, responding or writing emails, communicatingthrough messages, listening to music, and viewing advertisements, alongwith completing their schoolassignments . It is apparent that students are loosing attention and are no longer focussed. They are engaged innumerous activities at the same time. In a research study, students admitted to multi-tasking their school workwith other online activities and reported that online activities distracted them from concentrating on academictasks, which sometimes resulted in incomplete assignments (Adams, 2007).The attraction & involvement in theinternet activities impedes the academic as well as professional achievements of individuals. Not only this,students also feel less inspired to use Standard English (Strain-Moritz, 2016), which could explain their lowcommitment to perfection and grammar

Internet provides us with unlimited resources and the internet users indisputably use these to enhance their skillsof learning, communication, career planning and relationship development. Technology furnishes students withsuch imperative learning tools that it facilitates cooperative learning and offers exciting alternatives for languageskill development through experimentation and helps students in learning the operating rules of formal andinformal languages. Internet based learning promotes motivation, making the learning experience more student-centered. The pandemic era, has neccesitated all educational institutions to adopt web platforms for perseverance.Softwares are commonly employed in order to encourage web based learning and online portals are exercisedfor syllabus, assignments submissions, checking of grades and writing tests.32980

Would Shakespeare be able to read and comprehend the abstracted & abbreviated English language subject mattercurrently circulated on the Internet? Being the greatest English writer for generations to come, is this even a fairquestion to ask? May be yes.The English, he knew and promoted is eroding at a fast pace due to the limitations of online content which leadsto the introduction of Text-Speak and a new genre of short stories called flash fiction. This new dialect isespecially popular among the net-generation (Rosen et al., 2010). The net-generation adeptly uses onlineresources to develop thinking skills, experiment with different methods of learning, gain self-understanding,complete school work, and collaborate with peers and teachers. Nevertheless, the frequent exchange ofinformation and ideas in the form of tweets, emails, posts, and comments which has become a part of our livesnow, can be mentally exhausting. Unsurprisingly, with this constant information deluge, students have less timeto give thought to and perfect their assignments. As a result, Text-Speak has started appearing in students' projectsand assignments which is concerning, as the characteristic elements of English Language are getting severed andit is also affecting their academic performance. Therefore, teachers are sounding alarms about the disadvantagesof Text-speak and emphasizing that Standard English is the foundation of academic as well as professionalsuccess in this era of globalisation

nternet has connected the world irrespective of time and space. Technology has influenced how we write, think,and communicate with others. The popularity of quick social interactions on social media has transformed ourcommunication patterns and gave birth to Text-speak, which is the main mode of communication of thenet-generation. The youngsters cannot to be blamed for writing in short-hand as they have adapted their writingstyle to comply with the word count restrictions. Text speak is now considered a dialect of English language andchildren are considered bilingual if they can communicate in Standard English and text-speak. The concern withshort hand writing surfaces when Text-speak infiltrates academic writing and affects students’ performance. At thesame time, social media has also contributed to the popularity of twitter/flash fiction. The length of these storiesmatches the attention spans of the technology savvy readers. With further technological advancements, we can besure to see more dialects and genres formed as a product of necessity

It is not surprising that short-short digital stories lack the traditional elements of astory including setting, characters, plot, conflict, and resolution. Short-short digital stories also lack vividdescription and articulate expressions of characters; therefore, readers connect with characters using their ownexperiences or the experiences of others (Sethi, 2017).

This constant incoming information is not conducive to learning andstaying focused on the school task. In a research study, students admitted to multi-tasking their school work withother online activities and reported that online activities distracted them from concentrating on academic tasks,which sometimes resulted in incomplete assignments

Text-speak frequently appears in students assignments and adversely affect their schoolperformance. Therefore, teachers are sounding alarms about the disadvantages of Text-speak and emphasize thatStandard English is the bed rock of academic and professional success in English speaking countries. This paperexamines how technology has influenced English language and literature

The emergence of a newgenre of short-stories called short-short stories and the birth of a new English dialect called Text-speak prove thatevery cloud indeed has a silver lining. The popularity of social media exchanges signify that technology users haveaccepted quick social media interactions as a new way of life and have also adjusted their writing to match thecontent restrictions. Educators and parents are concerned that the attitudes and habits of tech-savvy generation aremuddying Standard English as Text-speak is infiltrating students assignments blurring the distinction betweenformal and informal writing.

The foreign language programs in secondary schools and colleges established the effectiveness of the audio-lingual technique in teaching French, German, Spanish, and other world languages to English speakers learning a second language. These foreign language programs, as well as the ESL audio-lingual programs implemented during the late 1950s and early 1960s, were influenced by advances in the fields of structured linguistics and behavioral psychology.

At the turn of the twentieth century, in the midst of one of the largest waves of immigration into the United States, mainly from southern and eastern Europe, President Theodore Roosevelt urged that all newcomers learn English : “We should provide for every immigrant... the chance to learn English; and if after say five years he has not learned English, he should be sent back to the land from whence he came.” The national push for the rapid assimilation into American culture of all non-English-speaking populations, as reflected in President Roosevelt’s proclamation, provided the catalyst for the enactment of laws by state legislative bodies requiring English as the sole language of communication in both government affairs and education. This further spurred the growth of special curricula to help US-born and immigrant language-minority children learn English. In many cases, educators in American Indian boarding schools and in the segregated Mexican schools of the Southwest and other school settings applied these laws with so much force that students who were caught speaking their mother tongues were punished, sometimes physically, and parents were admonished for not encouraging their children to speak English.

The ELT (English Language Teaching) world continued to develop during the early twenty-first century, and new pedagogies were explored. While English language learners are, by definition, a diverse group, new attention was paid to understanding the implications of this diversity and how it could translate into more inclusive policies. Technology such as virtual reality was being explored to allow students to acquire language in a more stress-free and situational setting. The 2020s has also seen a rise in the use of artificial intelligence (AI), and it is also being explored as a tool to assist with language learning. Finally, interest in teaching English based on life skills increased, as some experts believed this was most helpful for English language learners. New strategies were also developed to manage the growing numbers of English language learners in the US. As migrant populations rose, many parts of the country saw significant increases in its English learning populations, raising new questions in school districts in how to best allocate state and federal funds to support the influx in students.

One type of ESL education is provided in the Newcomer Centers that originated in California schools. The Newcomer (or Welcome) Center is a school-within-a-school-type program for recent immigrant students. These centers typically operate in middle and high schools, preparing new arrivals for transition to mainstream education. English-language development is provided within class environments that are nurturing and supportive of language and cultural diversity.

Children and adolescents who are new arrivals without previous formal education present the greatest challenge. These students do not have the cognitive/academic skills underlying literacy in their first language, much less English. Even children who come to the United States as young children or are born in this country to parents who are poor and illiterate experience adjustment and learning difficulties in school. Children born in the United States of immigrant parents (also first-generation immigrant students) may be more fluent in English than in their heritage (home) language, or they may be more proficient in their native language than in English. Some of these first-generation immigrant students may even be balanced bilinguals, meaning they have equal proficiency in the heritage language and English.

The inadequacy of the audio-lingual programs, as well as the growth in the enrollment of a new generation of English-language learners different in many ways from those immigrant and nonimmigrant populations served by the earlier models of ESL, resulted in the expansion of English-language education. These new programs offer many instructional options to accommodate the varied needs of the learners. Recent immigrant students, for example, and a large number of first-generation immigrant students present distinctive challenges to educators based on the learners’ differing levels of English proficiency and prior education. Recent immigrant students with previous schooling in their home countries have greater ease in learning English and possess the basic knowledge and skills to cope with the academic demands of American schools.

English-language education for non-English speakers has gone through various phases of development since the early twentieth century.

Language instruction programs for young learners and adults whose native languages are not English

Why are there few Asian Americans enrolled in creative writing programs? Why do so manyChinese students go into engineering!

Apart from what any critic had to say about my writing, I knew I had succeeded where it counted when mymother finished reading my book and gave me her verdict: "So easy to read."

I am a writer. And by that definition, I am someone who has always loved language. I am fascinated bylanguage in daily life. I spend a great deal of my time thinking about the power of language -- the way itcan evoke an emotion, a visual image, a complex idea, or a simple truth. Language is the tool of my trade.And I use them all -- all the Englishes I grew up with