View Content #27006

By Isabelle Sackville-West, CASLS Fellow

This activity is designed to help students identify the pragmatic norms of emoji usage in the target language. This includes not only which emojis are most common, but also what they potentially signify, when to use them, and how they can be used in relation to textual language. The scavenger hunt activity was designed with novice learners in mind, but could be used for any level as long as the task is appropriately scaled.

Learning Objectives: Students will be able to…

1. Identify commonly used emojis in the target language
2. Analyze social media platforms and identify the norms of emoji use
3. Engage in synchronous chat that makes use of emojis

Modes: Interpretive, Interpersonal

Materials Needed: Emoji Scavenger Hunt Worksheet, a mobile device or computer with access to the desired social media platforms/messaging apps

Procedure:

1. Observe: Have students examine at least two popular social media platforms in the target culture (i.e. Twitter, Instagram, Weibo, etc.). If they text with members of the target language community, they can also optionally look back at old conversations. Using the Emoji Scavenger Hunt Worksheet, have students take note of the types of emojis used, what they might signify, and how they are used (after an utterance, by itself, before or after punctuation, etc.).
2. Analyze: Conduct a class discussion in which you create a giant class version of the Emoji Scavenger Hunt Worksheet. To do this, invite students to share their findings as you write them down. Alternatively, you could have students come up to the class and fill in their information on a drawn-out version of the worksheet on a white board/chalk board. Finally, facilitate the discussion of several reflective questions such as:
   1. What surprised you about emoji use in the target language?
   2. What similarities are there between how emojis are used in the target language versus your native language? What differences are there?
   3. Do you have any questions about how emojis are used in the target language that weren’t answered or that came up while collecting information?
3. Extend: In pairs, have students communicate via a messaging app (ideally, pick one that is commonly used in the target culture, but feel free to use other free plaforms such as Slack). Have students select conversation topics that are relevant and interesting to them personally to elicit emotional response that might warrant emoji use. Topics can range from talking about weekend plans to a current event, or recent course-related topics. The conversation should involve at least 5 turns each to give both students enough context/content in which to appropriately use emojis.
4. Reflect: After finishing their conversations have students briefly reflect on their experience in a journal or brief write-up. Some guiding questions include:
   1. How well do you feel you are able to use emojis in the target language?
   2. Do you have any questions or confusions about how, when, and what emojis are used?
   3. In your conversation, did your classmate react to your emoji use in the way you expected? If not, how did they react? In what way do you think they interpreted/misinterpreted your intention?