Slanguage Practice: Examining its Implications in English Language Teaching

Language constantly evolves, and slang plays a crucial role in shaping students' communication patterns. This study examines the impact of slanguage on junior high school students in a private secondary school in Tacurong City, focusing on its influence on social interactions, identity formation, and academic communication. Using a qualitative multiple case study design, the research explores how students integrate slanguage into their daily discourse inside and outside the classroom. Data were collected through semi-structured interviews with selected Grades 7 to 9 students and key informants such as canteen staff and hallway observers, ensuring a diverse perspective on slanguage practices. The findings revealed that dominant slang terms, often influenced by social media, shape peer interactions and contribute to students' sense of belonging. Furthermore, the study highlights the students' ability to code-switch between slang and formal language in academic settings, demonstrating their linguistic adaptability. While slanguage fosters social bonding, it can also present challenges in maintaining focus during formal educational activities. Additionally, the research identifies distinctions between spoken and written communication, emphasizing that students consciously limit slang usage in academic writing while freely incorporating it into everyday conversations. These insights contribute to a deeper understanding of contemporary language practices among Filipino youth, offering implications for educators and policymakers. The study suggests that integrating elements of slanguage into English Language Teaching (ELT) may enhance student engagement while maintaining academic rigor. Future research may explore the long-term effects of slanguage on literacy skills, formal writing, and social identity development.