The Importance of Linguistic Inclusivity in University Communication

By, Rabiah Tul Adawiyah Mohamed Salleh

As a linguist, I have always been fascinated by language and how it evolves across generations, from children to teenagers to adults, reflecting their unique ways of expressing identity and culture. Recently, while walking across the IIUM campus, I encountered a banner that read, “Ate and left no crumbs.” Its bold design and catchy phrasing were clearly intended to attract attention. Being someone who analyses language and its intricacies, I thought I was well-versed in the nuances of communication. Yet, this phrase left me entirely perplexed, highlighting how language can sometimes transcend even an expert’s familiarity.

Later, during a student presentation, I discovered that “Ate and left no crumbs” is a contemporary Gen Z slang expression. In simpler terms, it means excelling at something so thoroughly that nothing is left to improve—essentially it means perfection. The creativity behind such expressions is undeniable, but it made me reflect on an important question: how accessible is this type of communication to the diverse and multi-generational community within the university?

Universities are not only sites of knowledge creation but also spaces of cultural and generational interaction. Today, much of the undergraduate student population comprises Generation Z (Gen Z), a cohort known for their linguistic innovation, largely driven by digital culture. This trend gives rise to neologisms, newly coined words and expressions that encapsulate the values, humour, and social norms of this generation. While this linguistic evolution enriches communication, it also presents challenges, particularly in maintaining inclusivity across a university’s broader audience.

Understanding Gen Z and their Linguistic Innovations

Generation Z, often referred to as Gen Z, includes individuals born between 1997 and 2012. They are described as digital natives—those who have been immersed in technology and the internet from birth. In contrast, previous generations—Millennials (Gen Y), Generation X (Gen X), and Baby Boomers—are often considered digital immigrants, adapting to technology later in life. For Gen Z, their world has been shaped by rapid technological advancements, with platforms like TikTok, Instagram, and Snapchat dominating their modes of communication. Their language reflects these influences, emphasising brevity, creativity, and relatability.

Expressions like “it’s giving,” “slay,” and “main character energy” have become staples of Gen Z’s vocabulary, often spreading globally through memes, social media trends, and online discussions. While I’ve always considered myself attuned to language and its evolution, I must admit these expressions initially puzzled me. However, their meanings quickly became clear after engaging with students and observing how they effortlessly use these terms to convey complex emotions, identities, and experiences in a way that feels uniquely theirs.

Here’s what I’ve come to understand about some of these popular expressions, with examples drawn from how they might be used in everyday conversations:

“Slay” – This term means to excel or perform spectacularly, often with confidence and flair.

Example: “You absolutely slayed that presentation today! Everyone was impressed.”

“It’s giving [X]” – A phrase used to describe the vibe, mood, or energy that someone or something evokes.

Example: “That new hijab you’re wearing? It’s giving chic and effortless!”

“Main character energy” – Refers to someone who exudes confidence and commands attention, behaving as though they are the protagonist in their own story.

Example: “When you walked into the room and everyone turned to look at you, that was pure main character energy.”

As I’ve engaged more with these terms, I’ve come to appreciate their creativity and how they reflect the dynamism of Gen Z’s communication style. These expressions are not just words—they are tools for expressing individuality in a rapidly evolving digital culture. However, while these expressions are undeniably creative and culturally rich, they can also be exclusionary. Those unfamiliar with such colloquialisms at the university—such as academic staff from older generations, administrative personnel, or students for whom English is a foreign language—may struggle to interpret their meaning. In this context, linguistic inclusivity becomes essential for effective communication within the university. It requires us to be mindful of our diverse audience and to ensure that our language promotes understanding and builds connections rather than creating barriers.

The Academic Case for Linguistic Inclusivity

Linguistic inclusivity is not merely a practical concern; it is also a theoretical imperative grounded in sociolinguistics. Language serves as both a bridge and a barrier—its ability to connect or alienate depends on how it is used within a given context. For example, inclusive language can promote understanding and strengthen relationships by making communication accessible to all, regardless of their background or proficiency. Conversely, exclusive or overly niche language, such as unfamiliar slang or jargon, can unintentionally create divisions, leaving some individuals feeling excluded or disconnected. Universities are inherently diverse, comprising individuals from various social, generational, and linguistic backgrounds. While communication tailored to specific groups—such as the predominantly Gen Z students—may seem effective, it risks excluding others who are equally integral to the university’s ecosystem. For example, the phrase “Ate and left no crumbs” might resonate with younger students but leave others puzzled, creating a subtle yet impactful sense of disconnection.

An Islamic Framework for Communication

From an Islamic perspective, linguistic inclusivity aligns with the principles of rahmatan lil ‘alamin (mercy to all worlds). This vision emphasises compassion, inclusivity, and respect for diversity, all of which are central to effective communication.

The Prophet Muhammad (ﷺ) said:

“Make things easy for the people, and do not make it difficult for them, and make them calm (with glad tidings) and do not repulse (them).” (Sahih al-Bukhari 6125)

This hadith, while generally emphasising the importance of making things easy for others, can also be applied in this context as a reminder that words should avoid creating confusion or barriers. Instead, they should promote understanding and meaningful connections. In an international university setting such as IIUM, this principle highlights the need for language that is inclusive and accessible to all members of the community, reflecting shared values of mutual respect and understanding. By embracing this approach, we embody the spirit of one ummah, creating an environment where everyone feels welcomed and valued.

Striking a Balance Between Creativity and Accessibility

Finding the right balance between embracing the vibrant creativity of language and ensuring it remains inclusive is not always straightforward. Through my interactions with students and colleagues from diverse backgrounds, I’ve observed how thoughtful communication can bring people together, while miscommunication can unintentionally create barriers. Drawing from these experiences, here are a few suggestions to help make communication both dynamic and accessible:

Providing Context

Creativity and inclusivity can coexist. For instance, a banner with the phrase “Ate and left no crumbs” could include a tagline like “Experience excellence like never before!”! to ensure clarity while preserving its appeal.

Using Dual Messaging

Messages can combine informal slang and formal language to cater to multiple audiences. For example:

“Slay the Semester! Achieve Academic Excellence”

This pairing engages Gen Z while remaining clear to older individuals and students who are just learning English or are unfamiliar with colloquialisms.

Considering the Audience

Recognising the diverse makeup of the university community is essential. Tailoring messages to include everyone creates inclusivity and avoids alienation.

The issue of linguistic inclusivity goes beyond the use of Gen Z slang; it encompasses broader questions about how language evolves in response to cultural and technological shifts, and how these changes shape communication in diverse communities. Universities, as centers of learning and innovation, hold a unique position to address these questions. By adopting an inclusive approach to communication, they can ensure that language continues to serve as a bridge for connection rather than a source of division.

Language is dynamic, mirroring the societies and generations that shape it. In a university setting, where diversity is both a strength and a challenge, linguistic inclusivity is a shared responsibility. When we embrace this responsibility, we create an environment built on mutual respect and understanding while aligning with the university’s vision of rahmatan lil ‘alamin.

The next time we craft a message, let us pause to consider: Does it promote clarity, inclusion, and connection? If so, it will resonate deeply with its intended audience and contribute to making the university a space of belonging for all.***

(Dr. Rabiah Tul Adawiyah Mohamed Salleh, is an academic in the Department of English Language and Literature, AHAS KIRKHS, IIUM.)