information:classification
Effect on language

The small phone keypad and the rapidity of typical text message exchanges have caused a number of spelling abbreviations: as in the phrase "txt msg", "u" (an abbreviation for "you"), "HMU"("hit me up"; i.e., call me), or use of camel case, such as in "ThisIsVeryLame". To avoid the even more limited message lengths allowed when using Cyrillic or Greek letters, speakers of languages written in those alphabets often use the Latin alphabet for their own language. In certain languages utilizing diacritic marks, such as Polish, SMS technology created an entire new variant of written language: characters normally written with diacritic marks (e.g., ą, ę, ś, ż in Polish) are now being written without them (as a, e, s, z) to enable using cell phones without Polish script or to save space in Unicode messages. Historically, this language developed out of shorthand used in bulletin board systems and later in Internet chat rooms, where users would abbreviate some words to allow a response to be typed more quickly, though the amount of time saved was often inconsequential. However, this became much more pronounced in SMS, where mobile phone users either have a numeric keyboard (with older cellphones) or a small QWERTY keyboard (for 2010s-era smartphones), so more effort is required to type each character, and there is sometimes a limit on the number of characters that may be sent. In Mandarin Chinese, numbers that sound similar to words are used in place of those words. For example, the numbers 520 in Chinese (wǔ èr líng) sound like the words for "I love you" (wǒ ài nǐ). The sequence 748 (qī sì bā) sounds like the curse "go to hell" (qù sǐ ba).

Predictive text software, which attempts to guess words (Tegic 's T9 as well as iTap) or letters (Eatoni's LetterWise) reduces the labour of time-consuming input. This makes abbreviations not only less necessary but slower to type than regular words that are in the software's dictionary. However, it makes the messages longer, often requiring the text message to be sent in multiple parts and, therefore, costing more to send. The use of text messaging has changed the way that people talk and write essays, some believing it to be harmful. Children today are receiving cell phones at an age as young as eight years old; more than 35 per cent of children in second and third grade have their own mobile phones. Because of this, the texting language is integrated into the way that students think from an earlier age than ever before. In November 2006, New Zealand Qualifications Authority approved the move that allowed students of secondary schools to use mobile phone text language in the end-of-the-year-exam papers. Highly publicized reports, beginning in 2002, of the use of text language in school assignments, caused some to become concerned that the quality of written communication is on the decline, and other reports claim that teachers and professors are beginning to have a hard time controlling the problem. However, the notion that text language is widespread or harmful is refuted by research from linguistic experts.

An article in The New Yorker explores how text messaging has anglicized some of the world's languages. The use of diacritic marks is dropped in languages such as French, as well as symbols in Ethiopian languages. In his book, Txtng: the Gr8 Db8 (which translates as "Texting: the Great Debate"), David Crystal states that texters in all eleven languages use "lol" ("laughing out loud"), "u", "brb" ("be right back"), and "gr8" ("great"), all English-based shorthands. The use of pictograms and logograms in texts are present in every language. They shorten words by using symbols to represent the word or symbols whose name sounds like a syllable of the word such as in 2day or b4. This is commonly used in other languages as well. Crystal gives some examples in several languages such as Italian sei, "six", is used for sei, "you are". Example: dv6 = dove sei ("where are you") and French k7 = cassette ("cassette tape"). There is also the use of numeral sequences, substituting for several syllables of a word and creating whole phrases using numerals. For example, in French, a12c4 can be said as à un de ces quatres, "see you around" (literally: "to one of these four "). An example of using symbols in texting and borrowing from English is the use of @. Whenever it is used in texting, its intended use is with the English pronunciation. Crystal gives the example of the Welsh use of @ in @F, pronounced ataf, meaning "to me". In character-based languages such as Chinese and Japanese, numbers are assigned syllables based on the shortened form of the pronunciation of the number, sometimes the English pronunciation of the number. In this way, numbers alone can be used to communicate whole passages, such as in Chinese, "8807701314520" (bào bao nǐ qīng qing nǐ yīshēng yìshì wǒ ài nǐ) can be literally translated as "Hug hug you, kiss you, whole life, whole life I love you." English influences worldwide texting in variation, but still in combination with the individual properties of languages.

American popular culture is also recognized in shorthand. For example, Homer Simpson translates into: ~(_8^(|). Crystal also suggests that texting has led to more creativity in the English language, giving people opportunities to create their own slang, emoticons, abbreviations, acronyms, etc. The feeling of individualism and freedom makes texting more popular and a more efficient way to communicate. Crystal has also been quoted in saying that "In a logical world, text messaging should not have survived." But text messaging didn't just come out of nowhere. It originally began as a messaging system that would send out emergency information. But it gained immediate popularity with the public. What followed is the SMS we see today, which is a very quick and efficient way of sharing information from person to person. Work by Richard Ling has shown that texting has a gendered dimension and it plays into the development of teen identity. In addition we text to a very small number of other persons. For most people, half of their texts go to 3 – 5 other people.

Research by Rosen et al. (2009) found that those young adults who used more language-based textisms (shortcuts such as LOL, 2nite, etc.) in daily writing produced worse formal writing than those young adults who used fewer linguistic textisms in daily writing. However, the exact opposite was true for informal writing. This suggests that perhaps the act of using textisms to shorten communication words leads young adults to produce more informal writing, which may then help them to be better "informal" writers. Due to text messaging, teens are writing more, and some teachers see that this comfort with language can be harnessed to make better writers. This new form of communication may be encouraging students to put their thoughts and feelings into words and this may be able to be used as a bridge, to get them more interested in formal writing.

Joan H. Lee in her thesis, What does txting do 2 language: The influences of exposure to messaging and print media on acceptability constraints (2011), she associates exposure to text messaging with more rigid acceptability constraints. The thesis suggests that more exposure to the colloquial, Generation Text language of text messaging contributes to being less accepting of words. In contrast, Lee found that students with more exposure to traditional print media (such as books and magazines) were more accepting of both real and fictitious words. The thesis, which garnered international media attention, also presents a literature review of academic literature on the effects of text messaging on language. Texting has also been shown to have had no effect or some positive effects on literacy. According to Plester, Wood and Joshi and their research done on the study of 88 British 10–12-year-old children and their knowledge of text messages, "textisms are essentially forms of phonetic abbreviation" that show that "to produce and read such abbreviations arguably requires a level of phonological awareness (and orthographic awareness) in the child concerned".