1. Slang Usage in the Classroom Kyle Nutter TE 802 Fall 2006

2. The 70’s Psyche! Psyche! Far out! Far out! Can you dig it? Can you dig it? “the man” “the man” To the max To the max Catch you on the flip side Catch you on the flip side Funky Funky

3. The 80’s Bogus Bogus Boss Boss Yo! Yo! Totally awesome! Totally awesome! Like, oh my god! Like, oh my god! Dude Dude Make me barf! Make me barf!

4. The 90’s All that and a bag of chips All that and a bag of chips Whatever! Whatever! Talk to the hand Talk to the hand Crib Crib Don’t go there Don’t go there Hella Hella Playa Playa

5. TODAY I’m straight – No thanks I’m straight – No thanks Blaze – to make fun of someone Blaze – to make fun of someone Whack – NOT cool Whack – NOT cool Oh snap! – oh, shoot! Oh snap! – oh, shoot! What’s poppin’ – What’s up? (greeting) What’s poppin’ – What’s up? (greeting) What’s good – What’s up? (greeting) What’s good – What’s up? (greeting) Bread - money Bread - money

6. What is slang? According to Merriam-Webster online: According to Merriam-Webster online: Main Entry: slang Pronunciation: 'sla[ng] Function: noun Etymology: origin unknown 1 : language peculiar to a particular group: as a : ARGOT b : JARGON 2 2 : an informal nonstandard vocabulary composed typically of coinages, arbitrarily changed words, and extravagant, forced, or facetious figures of speech ARGOTJARGON ARGOTJARGON

7. What is slang? According to students: According to students: “another language” “another language” “Slang is really improper or ghetto English.” “Slang is really improper or ghetto English.” “Ebonics” “Ebonics” “Expression of the culture of the area around you.” “Expression of the culture of the area around you.” A majority of students mentioned a variation of the following: A majority of students mentioned a variation of the following: “It’s a shorter way to say something.” “It’s a shorter way to say something.”

8. Methods of Inquiry Surveys of 75 Spanish students Surveys of 75 Spanish students Observation of six class periods in various classrooms Observation of six class periods in various classrooms

9. Potential Problems with Methods of Inquiry Only Spanish students were surveyed Only Spanish students were surveyed Only spans part of the student body of one school – other schools may have different results. Only spans part of the student body of one school – other schools may have different results. Very limited scope – only the tip of the iceberg! Very limited scope – only the tip of the iceberg! Survey left much to student interpretation, causing both problems and authenticity Survey left much to student interpretation, causing both problems and authenticity

10. The Big Question(s) Do students change their patterns of speech in the classroom? Do students change their patterns of speech in the classroom? If so, how? If so, how? Where else do students change their speech? Where else do students change their speech?

11. Who do students speak slang with? According to students: According to students: Friends – 97% Friends – 97% Parents – 61% Parents – 61% Teachers – 36% Teachers – 36% Adults – 21% Adults – 21% Siblings – 96% Siblings – 96% Grandparents – 25% Grandparents – 25% Administrators – 16% Administrators – 16% Peers – 64% Peers – 64%

12. Do you use slang in class? Why/why not? A majority of students said that they do use slang in class. The most common reason given was some variation of “That’s just the way I talk.” A majority of students said that they do use slang in class. The most common reason given was some variation of “That’s just the way I talk.” Only 36% of students said they used slang with a teacher. This demonstrates a misunderstanding by students of their own language use. Only 36% of students said they used slang with a teacher. This demonstrates a misunderstanding by students of their own language use.

13. Do you use slang in class? Why/why not? For those students who said they did NOT use slang in class, the following are the most popular reasons: For those students who said they did NOT use slang in class, the following are the most popular reasons: “I don’t want to sound stupid.” “I don’t want to sound stupid.” “It’s not proper.” “It’s not proper.”

14. Are there classes where you use more or less slang? The vast majority of students said that they used an equal amount of slang in all classes. The vast majority of students said that they used an equal amount of slang in all classes. Those who said there were classes where they used more slang than others described those classes as: Those who said there were classes where they used more slang than others described those classes as: “less strict” “less strict” “We have more free time.” “We have more free time.” “The teacher uses it.” “The teacher uses it.”

15. Observation Results Six class periods were observed (55 minutes each) Six class periods were observed (55 minutes each) Slang was observed, but generally was only used between students Slang was observed, but generally was only used between students Only one instance of slang was observed from student to teacher: Only one instance of slang was observed from student to teacher: “For real?” (i.e. really?) “For real?” (i.e. really?)

16. What does all this mean? Almost all students use slang on a daily basis. In the classroom however, there is both a conscious and unconscious effort to change speech patterns to fit a more academic propriety. Almost all students use slang on a daily basis. In the classroom however, there is both a conscious and unconscious effort to change speech patterns to fit a more academic propriety. Students generally view speech as an indicator of respect. Those who are in positions of power and respect are less likely to be spoken to with slang by students. Students generally view speech as an indicator of respect. Those who are in positions of power and respect are less likely to be spoken to with slang by students.

17. What does all this mean? Many students make a change in speech in the classroom without realizing that they do so. Many students make a change in speech in the classroom without realizing that they do so. For many students, they view slang as being “improper” or making them sound unintelligent. Out of 75 students only one referenced culture as part of the definition of slang. For many students, they view slang as being “improper” or making them sound unintelligent. Out of 75 students only one referenced culture as part of the definition of slang.

18. How can we as teachers use this? Relationship building!!! Relationship building!!! Student are constantly speaking a more “formal” language in the classroom. What an opportunity for us to speak their language! Student are constantly speaking a more “formal” language in the classroom. What an opportunity for us to speak their language! Discussion!!! Discussion!!! Using examples of slang can help open discussions about slang in the target language, and help explain dialectal differences. Using examples of slang can help open discussions about slang in the target language, and help explain dialectal differences.

19. How can we as teachers use this? Create interest!!! Create interest!!! Students like to talk about themselves! Pique their interest by using their slang in an authentic way. One warning – students always know when you’re trying too hard! Students like to talk about themselves! Pique their interest by using their slang in an authentic way. One warning – students always know when you’re trying too hard! Be more aware of the things going on at your school! Be more aware of the things going on at your school! With slang, students have the ability to have an entire conversation without an adult ever knowing its content. Be in the know! With slang, students have the ability to have an entire conversation without an adult ever knowing its content. Be in the know!

20. Any questions? As with all complicated questions, these lead to more questions. As with all complicated questions, these lead to more questions. Does the slang that a student uses affect their classroom performance and/or grades? Does the slang that a student uses affect their classroom performance and/or grades? How is teacher perception changed by student speech? How is teacher perception changed by student speech? What is the difference between students’ speech and students’ perceptions of their own speech? What is the difference between students’ speech and students’ perceptions of their own speech? Does students’ use of slang really differ from class to class? Does students’ use of slang really differ from class to class?

21. Any questions? How does student slang differ from school to school, or area to area? Is the slang used affected by socioeconomic status or race? How does student slang differ from school to school, or area to area? Is the slang used affected by socioeconomic status or race? Is slang more accepted by educators than students realize? Is slang more accepted by educators than students realize? Does the acceptance of slang by educators differ depending on the race/ethnicity of students? Does the acceptance of slang by educators differ depending on the race/ethnicity of students? Is students’ slang generally referred to as a part of culture, or as an improper use of English? Is students’ slang generally referred to as a part of culture, or as an improper use of English?