The blurb for Because Internet calls it “essential reading for anyone who has ever puzzled over how to punctuate a text message or wondered where memes come from”. But this book is not a fussy “how-to” guide for internet etiquette. Instead, it’s a broader look at how the weird world of the internet has changed how we use English.
McCulloch’s primary point is that writing produced on the internet – from Twitter and Tumblr to reactions and memes – is important because it lets linguists explore the missing piece of a linguistic puzzle.
We use different versions of speech – formal and informal speech – at specific times and contexts. While the same is true for writing, informal writing has historically been nearly impossible to study. McCulloch argues that our current era of internet communication marks the first time that linguists have been able to see people’s spontaneous informal writing in real-time. Positioning internet writing as the key to a previously-inaccessible aspect of studying language is a powerful approach, and this chapter conveys its importance well.
Although we use language in everything we do, we rarely need to wonder about how our languages could be improved. Even if we do, the thought of making a whole new language to fix those flaws seems ridiculous.
Language creators, from scientists to philanthropists to eccentric sociologists, take centre stage in “In The Land of Invented Languages”. The book makes sense of invented languages — languages developed by just one person — by explaining why some of those languages were developed and what the inventors were trying to achieve by creating new languages.
This year, about 2.5 million scientific articles will be published. Roughly 90% of them will only exist in English. So how and why did English become the default language for scientific work? If that question interests you, you might appreciate Scientific Babel.
Scientific Babel is about the languages we use to create scientific knowledge, and how the “language of science” has changed over time. It’s partly a history of science, and partly a discussion of how languages and cultures rise and fall.
I went to a secondary school which at the time emphasised language teaching. Students were encouraged to take two different language GCSEs – one in Year 10, and one in Year 11. My class had Italian, then French.
Even though I had completed 4 years of French by the end of secondary school, I never clicked with the language. As I learn most readily through reading and writing, I found the gaps between spoken and written French confusing. So while the written side of GCSE French came easily to me, trying to speak in French was frustrating.
Italian was far more enjoyable – the logical connections between how words are pronounced and spelt made the language easier for me to understand. I enjoyed the language so much that I’ve repeatedly considered revisiting it.