NETNYELV, DIGILEKTUS, MÁSODLAGOS ÍRÁSBELISÉG – AZ ÚJ NYELVI JELENSÉGEK TANÍTÁSÁNAK KIHÍVÁSAI
INTERNET LANGUAGE, DIGILECT, SECONDARY LITERACY – THE CHALLENGES OF TEACHING NEW LINGUISTIC PHENOMENA

Summary/Abstract: In the digital age, emerging linguistic varieties – secondary literacy and digilect – create new challenges for grammar teaching in secondary schools. This study addresses three research questions: (1) Why is it necessary to teach the linguistic features of digital platforms? (2) What difficulties hinder their integration into the classroom? (3) Which methodological tools and best practices can make these phenomena accessible to students? – The analysis shows that raising awareness of secondary literacy enhances the ability to distinguish between linguistic registers, strengthens spelling and grammatical awareness, and contributes to the development of digital competence. Particular attention is paid to the context of digital education during the Covid–19 pandemic, which brought the digilect into the framework of formal education. However, the rapid pace of linguistic change, the lack of digital competence among teachers, the limited availability of teaching materials, and terminological inconsistencies pose significant didactic challenges. – The author proposes specific methodological approaches – such as text transformations, register-shifting in poetry, analysis of online journalistic genres, and the compilation of net glossaries – that can foster students’ linguistic awareness and help them interpret the digital language environment. The study concludes that teaching secondary literacy is not only a pedagogical necessity but also an essential means of demonstrating linguistic change and responding to the challenges of the digital era.

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