Affordances and Constraints of Gen Z Slang in ELT Classrooms: Students’ and Teachers’ Perspectives
DOI:
https://doi.org/10.5281/zenodo.20718610Keywords:
Gen Z Slang, Affordances, Constraints, ELT ClassroomsAbstract
In today’s rapidly evolving linguistic landscape, Gen Z slang has become increasingly prevalent in classrooms, reflecting the unique identity and communication styles of contemporary students. This transcendental phenomenological study investigated the affordances and limitations of incorporating Gen Z slang into English Language Teaching (ELT) classrooms in Infanta, Quezon. Utilizing purposive sampling, data were gathered from ten English teachers and ten Gen Z students through semi-structured questionnaires and interviews, then analyzed using Colaizzi’s phenomenological method. The findings reveal that Gen Z slang functions as a double-edged sword. On the positive side, it serves as a linguistic bridge that enhances teacher-student connections, fosters an inclusive, learner-centered environment, and boosts classroom engagement, confidence, and social identity. Conversely, its integration introduces notable limitations, including semantic confusion, friction between formal and informal registers, assessment challenges, interference with academic language development, and inclusion gaps among peers with unequal familiarity. To navigate these challenges without eliminating the slang entirely, educators implemented several proactive strategies, such as scaffolding, controlled slang integration, and context-focused discussions on register. Crucially, teachers utilized translanguaging techniques—permitting fluid language and style shifts—while acting as linguistic mediators to guide students in recognizing situational appropriateness. Ultimately, this study demonstrates that the objective in modern ELT classrooms should not be the eradication of Gen Z slang, but rather empowering students to navigate both informal vernacular and formal English responsibly and contextually.
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