Utilizing Gen-Z Discourse to Improve Student Engagement in Stylistics Classrooms

This study investigates how Gen-Z language, with the heavy integration of meme culture, online slang, and code-switching, can be pedagogically incorporated into stylistics teaching in Bangladeshi tertiary classrooms. Adopting a predominantly small scale quantitative study with qualitative support, the study relies on survey data from 75 undergraduates and 8 educators to contrast the perceptions of the two groups regarding the utility, challenges, and possibilities of using Gen-Z language for scholastic analysis. The findings show that while students value stylistics as an analytical tool, a significant portion feels that they lack a sense of congruence between the ordered classroom context and the language of their daily interactions. Meanwhile, aspects typical of Generation Z communication, such as the metaphorical use, foregrounding, and playful use of language, echo the stylistic features being explored in literary studies and provide points of entry for further engagement. Teachers were intrigued but also wary, with concerns regarding academic challenge and classroom diversity. This research attempts to demonstrate the value of combining canonical texts with student-centered digital content to make stylistics more engaging and interactive. The findings have practical implications for curriculum design, teacher education, and inclusive pedagogy, especially in multilingual, digitally connected classrooms typically found in Bangladesh's higher education. Through its integration of formal analysis and actual language use, the paper provides an approach for more responsive and culturally aware teaching in stylistics. Spectrum, Volume 19, June 2024: 26-39