I was motivated to write this piece by a series of conversations I had viewed on Twitter. The initial conversation had been sparked by a poll run by the TES Twitter account, on the subject of emojis and their place in the English classroom. The question the poll raised is an interesting and oft-contested one in teaching circles: can (and should) emojis be used as a legitimate form of communication in the classroom? An interesting debate ensued. Those who supported their use argued that emojis are a legitimate form of communication. Emojis, they argued, were simply the evolution of the way in which people communicated to each other, and classrooms should reflect this change. Another argument raised in favour of emojis in the classroom was their effectiveness as tools of engagement. As a familiar form of communication, their use could accommodate students who struggled with regular written and verbal communication. This argument was argued particularly strongly for students who had conditions such as Autism Spectrum Disorder. On the other hand, those who argued against using them raised concerns about their effectiveness as a teaching tool, particularly in mainstream classrooms. Another concern raised about their use was whether this would come at the expense of developing skills in traditional written and verbal communication.
One of the most consistent arguments raised was that the use of emoji was a useful tool as a ‘hook’ or as a means of engaging students. Engaged students, the argument goes, are more likely to be motivated to learn and subsequently achieve better learning outcomes. On this basis, emojis seem like a reasonable tool for teaching within the classroom. The argument supporting such approaches on the grounds of ‘engagement’ falls short in light of research into educational psychology, however. While motivation and engagement are important, these factors alone do not inherently lead into quality, worthwhile learning. Correlation, in this case, does not equal causation. Research has shown that students tend to be most motivated by what is familiar to them. Using the above example, it is not surprising that students would be more motivated to learn language via emoji than through engaging with a challenging, unfamiliar text, such as one of Shakespeare’s plays.
I have previously written on a similar topic to this on my blog, when I argued the merits of teaching the literary canon. Central to this argument was the challenging nature of these texts, which would push students outside of their comfort zone. These texts are also outside of what they would normally read. Teaching students concepts and ideas which are out of their everyday experience and beyond common knowledge, sometimes referred to as powerful knowledge, is an important part of a comprehensive teaching experience.
Further to this point, the teaching of powerful knowledge involves a belief that all students are entitled to a quality, robust and challenging education, regardless of background. Though well-intentioned, utilising emojis or other gimmicks in lieu of providing students with challenging content can also be a sign of the soft bigotry of low expectations. Rather than assisting struggling students through effective instruction, scaffolding and guidance to achieve higher standards, course content is lowered in difficulty and complexity to accommodate a student’s current level of achievement. This approach does not allow for the growth of the student in terms of achievement and learning and, worse, denies this as even being possible.
With all this in mind, I am skeptical about utilising emojis and other trendy teaching tools, such as fidget spinners, on the grounds of engagement and motivation. With the occasional exception for non-mainstream classrooms and for students with clearly identified communication difficulties, such as students on the Autism spectrum, I believe students are ultimately better served without these tools being used, or being used sparingly and in clear, specific contexts. Though engagement and motivation are of course important factors to consider in lesson planning, meaningful, rigorous and challenging lesson content which give students substantive knowledge and skills are of greater importance.