The Language of Belonging: Gen Z Slang, Digital Communication and Social Inclusion among Students with Disabilities

Abstract

Language does not just facilitate the exchange of information; it is also a way in which people form their identity, relate to each other, negotiate positions in society and feel a sense of belonging. The slang and code-mixing, the memes, the emojis and the constantly evolving expressions are important linguistic tools for Generation Z, who create part of their life around social network usage and who are accustomed to living in a world that is largely mediated by technology. Meanwhile, students with disabilities are still faced with social and communicative obstacles in the educational setting. This paper explores the connection between Gen Z's language usage and the social inclusion of students with disabilities. The paper draws on some insights from sociolinguistic theories of identities, digital discourse and disability studies to suggest that today's youth language can be simultaneously a tool for inclusion and a tool for exclusion. The use of Gen Z slang can foster intimacy, unity, laughter and group identity, but also may present challenges for students with communication, sensory, cognitive or social impediments, due to its rapidity of change, its cultural specificity, and its reliance on the digital context. The paper thus suggests that the informal digital language should not be considered as linguistic degradation and should be approached as a new form of language. Rather, teachers should acquire linguistic flexibility and the skills of digital literacy and code switching and make sure students with disabilities are engaged in decisions around communication practices. The paper argues for the recognition of different communicative registers, and for providing environments where students can engage in a conversation in the formality of the formal language without giving up their identity.