I have been trying to tell the world for a long time that slang is a rich, creative and complex feature of language, and one which has great social and cultural significance. I have argued (again and again) against those who want to ban or censor it and have advocated instead teaching young people about it so that they can judge for themselves its qualities and refine their own usage of it where necessary. What I have hesitated to do is to actually ‘teach slang’ to younger learners, knowing that it is still a controversial (linguists use terms like ‘stigmatised’ and ‘transgressive’) variety which makes many parents, teachers and authority figures uncomfortable. Connie Chang, writing for the National Geographic asked me whether it could ever be possible to teach slang to younger children without risk. In her published article, quoting experts in the field, she describes some interesting developments which suggest a positive answer.
Here is Connie’s article, followed by some further thoughts and some links which illustrate and explore the issues raised. I hope these, along with other articles on this site (put ‘slang‘, ‘MLE‘, ‘youth language‘ into the search box or check the tags at the foot of the page) will help students and teachers, and language-buffs, too, who are ready to explore the language ecosystem in which slang flourishes and operates…
https://www.nationalgeographic.com/family/article/dude-your-kids-slang-isnt-as-bad-as-you-think
Experimenting with language and inventing new language begins naturally in children as soon as they move from making noises to uttering more complex sounds. The creation by babies of seemingly meaningful sound combinations and, soon after, approximations of words is known as jargoning. Toddlers will make up words, participate in babytalk and banter and soon join their older siblings and other family members in inventing nicknames for objects in the home – part of the private domestic language known as familect. As young people encounter new experiences in growing up – dating, grappling with parents and teachers, following fashions and admiring celebrities, and experiment with new behaviour – they often feel they need a new language to describe these things and to convey the novel and intense feelings they have. Adults don’t have a vocabulary for ‘jumping up and grabbing someone’s sweater from behind’, (‘glomping’) or ‘coolest boy in the class’, (‘peng-ting’) so kids need to create their own. Young people also don’t want adults to know what they are up to or what they are feeling, hence the online and messaging codes and abbreviations (‘POS’ for ‘parent over shoulder’, ‘FOMO’ for fear of missing out) and the new, exotic and, for parents and teachers, impenetrable language. In the UK and the US there have been many not-entirely-serious guides for parents to help them…
Slang’s power and resonance is that it’s an alternative, subversive language and that for people who don’t understand it, slang can make them uncomfortable and can feel like a violation of social norms. The 19th century US author Ambrose Bierce defined slang in his Devil’s Dictionary as follows: ‘The grunt of the human hog (Pignoramus intolerabilis) with an audible memory. The speech of one who utters with his tongue what he thinks with his ear, and feels the pride of a creator in accomplishing the feat of a parrot. A means (under Providence) of setting up as a wit without a capital of sense.’ He may have been being ironic but this was certainly the view of many at that time, witness this report of a Victorian lecture…
https://www.standard.co.uk/hp/front/ghetto-grammar-robs-the-young-of-a-proper-voice-6433284.html
In the US linguistic conservatism takes many forms…
https://www.eater.com/2014/11/11/7193179/chick-fil-a-manager-bans-unprofessional-teen-slang
Not all recent commentaries are condemnations: here, an interesting take on the significance of slang for young speakers with autism…
https://jtrebat.wordpress.com/2012/05/07/teaching-slang-and-idioms/
tony thorne 