DIALECTS 229
other hand, is in perpetual motion even within a given group, which results in
the rapid emergence and disappearance of terms. Only a few slang terms from
each generation survive beyond their initial time frame. For example, the word
coolas a superlative dates back to the 1930s but nevertheless is used exten-
sively in both the United States and Great Britain today. On the other hand, we
just don’t hear anyone using the wordgroovy,a superlative that was pervasive
during the 1960s.
The dynamic character of slang is rooted in the sociological factors that
stimulate it—the changes that are part of adolescence. They inevitably become
less important as people mature into adulthood. Teenagers feel that they are dif-
ferent from other people, so they use slang as a way of validating their percep-
tion, attempting to solidify their group identity by erecting linguistic barriers to
all who are different, particularly adults. As they themselves become adults, the
imperative disappears for most, which is why we encounter few adults who use
slang. When we do, we commonly feel uncomfortable; it just doesn’t seem
appropriate to see a 60-year-old talking like a 15-year-old.
Some people argue that adults have their own version of slang, calledjar-
gon.Jargon signifies technical terms used in trades and professional work. It
performs nearly all of the same functions as slang, for it also separates insiders
from outsiders. Some professions, such as law, make their domain even more
opaque to outsiders by seasoning jargon with Latin. Likewise, physicians write
prescriptions in Latin, which has the effect of preventing most people from
knowing what they are purchasing at the pharmacy. Like slang, jargon com-
monly serves as a kind of insider code that allows people to reduce into a single
term complex ideas that may require dozens of words to explain. Teachers, for
example, often use the expressionzone of proximal development,coined by
Vygotsky (1978), to describe a sophisticated concept in education. A signifi-
cant difference between slang and jargon, however, is that jargon tends not to
disappear over time; indeed, in many instances it becomes more dense.
Teaching Tip
Students everywhere seem to be interested in slang. An activity involving
slang, therefore, can serve as an effective way of getting them more interested
in language. One such activity begins by having students work in small groups
to make a list of slang terms and expressions they know. Then have them re-
cord additional examples of slang outside of class, preferably off campus,
perhaps at a mall. Allow them to discuss their observations and compare them
to the initial lists they created. For the second part of the activity, have students
observe TV news broadcasts and documentaries. A second discussion
should follow, in which students explore differences and similarities in the lan-
guage they observed. What are the factors associated with slang use?