Yolo! Intergenerational communication through lingo learning

Abstract

Studies on intergenerational communication have often focused on grandparents and grandchildren (e.g., Giles et al., 2003; Ng et al., 1997). It is however important to draw attention to parents and their children, especially as younger generations and their linguistic practices become more modernised. This thesis bridges the gap by examining the common perceptions of intergenerational communication and how having parents learn the lingo of Singaporean Millennials can help to enhance these perceptions. Through questionnaires, lingo learning, and interviews, this study reveals both positive and negative perceptions by eight parent-young adult dyads, and how they perceive lingo learning to be effective and functional for intergenerational communication. Despite having positive perceptions attributed to mutual learning and storytelling, participants viewed intergenerational communication negatively due to tendencies of stereotypes, obduracy and hierarchical relations. Comparatively, some parents exhibit self-handicap in incorporating lingo into speech with the younger generation for fear of offending them. Nevertheless, lingo learning is perceived as effective in helping parents understand most of the frequently used lingo terms that carry possibilities to enrich communication with humour. To combat the negative perceptions, lingo learning presents a potential in neutralising dissatisfactory communication with its egalitarian function. Lingo learning can thus be considered as a modern approach that contributes to more balanced intergenerational communication.