Slang is legit!

Rahman.S.

As a teacher, I always find it fascinating the way language evolves and is constantly evolving. It’s interesting to see how language, specifically vocabulary, differs between countries. For example, between British and Canadian English:

Canadian: I was waiting in line.
British: I was waiting in queue.

Canadian: I live in an apartment
British: I live in a flat

Candian: vacuum
British: hoover 

Canadian: Which team do you root for?
British: Which team do you support


Sometimes the vocabulary, phrases used or slang used in one language can be very difficult to understand by another speaker even though they may share the same language.  Asides from vocabulary and slang developing in different countries, I find what interests me is how language changes with time and with the age group. Growing up, there were certain words that were particular words to my age group and time. I can’t recall how these words were introduced, but I do remember learning them in context from my peers. I adopted these words in my everyday vocabulary when speaking to my peers, but would change my vocabulary when speaking to my teachers. 

Stop loafin around.” [Stop fooling around]

I gotta dip.” [I have to go.]

Send me the pencil.” [Give me the pencil.]

Aiight” [Alright / Sure]

Are you for real?” [Are you being serious?/Are you telling the truth?]

With many more social media platform such as TikTok, Snapchat and Instagram, it is quite easy to easy for new information and vocabulary to be introduced spread which often makes me feel out of the loop when I interact with my younger siblings at times and even my students! 

A comic which highlights my point above:
https://cheezburger.com/8774110976/spelling-bee-rekt-internet-slang-video-games

It’s quite difficult to even associate different words/slang with a country because it varies so drastically from region to region. Although I was born and raised in Montreal, I hardly recognized any of the slang being used in the video below where Lily Singh explores Canadian slang. And as some of the commentators pointed out, “Video should be called “Toronto Slang that no other Canadian has ever heard of”. And I have to say, I whole heartedly agree with the comment! 

The following video is an example of slang from Scotland. Try to see if you can guess the meaning of some of these slang words. I definitely had a difficult time! This goes to show that although slang varies from country to country, it can easily vary from regions within the same country as well. 

Reflecting back on my own experience and now observing the changes in slang, it is interesting how we use it in our everyday life and how we as speakers communicate so much meaning through slang. As a language educator, this brings me to ask, should slang be taught to language learners? Do you think it is important? Because slang is constantly evolving. Some slang that we may be familiar with is still being widely used, while other words may no longer be relevant, so taking into consideration these changes, is there a way to teach slang? 

What’s the difference?

Rahman.S.
Plurilingualism and Translanguaging 

Plurilingualism, translanguaging, pluriculturalism were all new terms that I was introduced to in the first year of my MA in Second Language Education program.

Plurilingualism is a theory that aims to recognize an individual’s entire repertoire, but also takes into consideration their pluricultural background (Li, 2018 & Piccardo, 2019). Code switching generally refers to a linguistic strategy by speakers using two languages where the properties of those languages mainly remain separate from the other language (Herk, 2018 & Li, 2019). On the other hand, translanguaging is a strategy used by language learners to make use of their plurilingual background and is different from code switching. The boundaries of language structure in translanguaging between languages are often blurred and therefore more transfer happens between other languages (Li, 2018). Both code-switching and translanguaging occurs daily in a multilingual city like Montreal where multiple languages are spoken.

Some examples that I have observed are the following:

Code-switching:

“C’est pas comme ca. Tu dois faire ca en premier and then after press down here.” (It’s not like this. You need to first do this and then after press down here.”) [French and English]

“Eomma, ulli meonjeo mowhanenengeoya? Are we going to eat breakfast?” (Mom, what are we going to do first? Are we going to eat breakfast?) [Korean romanized and English]

Translanguaging:

“No, I am bahs-ing the kapoor right now. Ami poray jabo.” (No, I am folding the clothes right now. I’ll go later.) [English and Bangla] 

As an individual with different languages in my repertoire and as a teacher who has worked with plurilingual students, I always find it interesting the way we all employ language. In many language learning institutions and educational settings, there is a push to achieve a ‘native’ like proficiency in the language being learned. However this standard, as I have observed and from my own personal experience, puts a strain on learning a new language and can often cause frustration. I have noticed this particularly with my older English language learner students in elementary school. Parents’ expectations along with peer pressure often places an added stress factor in the language learning process.

Implications for Teaching

In order to offer an alternative I think we should look at language teaching from a plurilingual approach. By doing so, we are validating all the languages a student has as an important resource for learning a new language. Students use code switching and translanguaging on an everyday basis and by allowing students to use these strategies in the classroom, it can be a useful tool to help students communicate while they are developing their proficiency in the new language. 

Below is an example of how students are using their knowledge of language in English and Spanish to further and deepen their understanding of how language works.

This clip is an example of code-switching. In the clip, you will notice that in both instances English is being used, but a different variation. I think it’s important to remember that code-switching or having a plurilingual background does not only consist of one language, but all the variations as well. As educators we can use this remind our students that even though they may speak only one language, they still have a plurilingual background consisting of different language knowledge.


-Can you think and describe of an example of code-switching and/or translanguaging that you used?
-Why did you use that (code-switching/translanguaging) in that particular instance? 

References

Herk, G. V. (2018). What is sociolinguistics? Hoboken, NJ: Wiley Blackwell.

Li, W. (2018) Translanguaging as a practical theory of language. Applied
Linguistics, 39(1), 9–30.

Piccardo, E. (2019). “We’re all (potential) plurilinguals”: Plurilingualism as an
overarching holistic concept. Cahiers de L’ILOB, 10, 183–204. 

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