Slang vo výučbe slovenského jazyka ako cudzieho jazyka

The Role of Slang in Teaching Slovak as a Foreign Language

This study explores the didactic value of slang in teaching Slovak as a foreign language (SFL), arguing that so-called “peripheral” varieties can productively complement the standard norm within a sociolinguistic and pragmatic pedagogy. Moving beyond structure-driven instruction, it views communicative competence as encompassing not only grammatical accuracy but also register awareness, situational appropriateness, and culturally anchored identity work. After positioning slang among other non-standard varieties, the paper synthesizes its key features—dynamism, expressivity, fashionability, group-boundedness, and contextual dependence—and addresses recurring critiques of “fashion words.” Drawing on Slovak scholarship (notably Dolník and Pekarovičová), it reframes linguistic fashion as a cyclical, socially motivated mechanism rather than a threat to language integrity. Methodologically, the study combines (1) a sociolinguistic view of slang as a marker of belonging, especially among youth, and (2) a system-oriented view highlighting its interaction with lexicon, morphology, and stylistics. Based on this dual lens, it proposes context-rich classroom practices for advanced learners (B1/B2+) and motivating entry points at beginner levels (A1–A2). Three pedagogic routes are outlined: incremental work with fixed phrases; awareness-raising around productive nominal suffixes (-ko, -čka, -áč); and guided verb formation with productive Slovak suffixes (-ovať/-iť, -núť), including adapted digital verbs (e.g., like, scroll, share). Each activity is framed by explicit pragmatics and paired with standard equivalents to prevent register drift. Integrating slang as a commented supplement—not a substitute—broadens learners’ repertoires, supports intercultural competence, and enhances social integration, particularly in youth and campus contexts.