Generational Language Gap Between Teachers and Students: Analysis of Students’ Perception of Effective Communication and Learning

Abstract

This study examined the generational language gap between teachers and students and its relationship to classroom communication and learning in a tertiary institution in Cabuyao, Laguna. Using an explanatory mixed-methods design grounded in Systemic Functional Linguistics, Communication Accommodation Theory, and Sociocultural Theory, the study surveyed 200 College of Education students majoring in Filipino. It was followed by interviews for qualitative validation. Quantitative findings showed that teachers generally used formal language, engaged in frequent code-switching, and used limited digital slang. Linguistic match was rated very high in clarity and vocabulary/style alignment, while understanding of the message was high. Classroom communication was very high in participation and ease of communication, and students reported high to very high learning in understanding, motivation, and perceived academic performance. Correlation results showed a strong positive relationship between teachers’ language use and linguistic match, and a moderate positive relationship between linguistic match and classroom communication. Regression analysis further indicated that teachers’ language use did not directly predict student learning, whereas linguistic match and classroom communication were significant predictors. Qualitative data explained these results: students described teacher language as balanced and adaptive when it used code-switching, simple explanations, and relatable examples, but they also noted barriers such as overly complex vocabulary, one-way communication, and English-Filipino mismatches. The findings suggest that effective learning in multilingual classrooms depends less on formal language alone than on communicative alignment, clarity, and student participation. Strengthening linguistic adaptability and interactive communication may help reduce generational language barriers and support more inclusive teaching practices across diverse Philippine classroom contexts and generations.