In the Digital First podcast 6, produced by OŠ bratov Polančičev Maribor, students explored the generational digital divide using Halliday’s language functions. The podcast combined linguistic theory, digital literacy, and a discussion with two experts in digital transformation and artificial intelligence, fostering critical reflection on digital communication practices and online behavior.

1.    Introduction

Digital environments require new forms of communication. Young people, often described as digital natives, interact differently online than older generations. To examine these differences, the school project applied Halliday’s functional theory of language, which identifies how language is used to achieve goals, express identity, maintain relationships, explore knowledge, create, and share information.

The podcast, “Generational Digital Divide – Do We All Speak the Same Language?”, provided students with an authentic platform to discuss these functions in the context of digital communication and reflect on generational differences. It aligns closely with the Digital First philosophy, which positions digital tools as a first language to enhance problem-solving, creativity, and critical digital literacy.

2.    Preparation and Student Involvement

The project began in December with classroom sessions introducing Halliday’s seven language functions. Students chose one function to explore further based on personal relevance to their digital experiences. Over the Christmas break, they researched examples from online communication, apps, and AI tools.

In January, two preparation lessons focused on:

– Structuring podcast segments,

– Reviewing examples and questions for the guest speakers,

– Practising oral presentation in English.

Students demonstrated strong engagement, requiring only minimal adjustments to their content. Originally, the plan included both male and female participants, but female students opted out due to stage anxiety and other commitments. They contributed to the project in supportive roles, while the podcast featured male student voices and two experts.

3.    Podcast Structure and Content

The podcast lasted approximately 45 minutes and included:

– Student presentations of the seven Halliday language functions, with digital examples,

– Interactive discussion with two experts:

• Emilija Stojmenova Duh, Ph.D. – Associate Professor and former Slovenian Minister of Digital Transformation,
• Martin Marzidovšek, Ph.D. – Researcher at the Jožef Stefan Institute, AI and digitalisation policy consultant.

Each student presented their selected language function, shared examples and posed 2–3 questions to the guest speakers.

The podcast was recorded in a single take in front of a live audience of teachers attending a teacher training session for piloting the Digital First project. This setting created a realistic communication environment and added an authentic dimension to the students’ presentations.

Key questions addressed included:

– How does digital communication shape expectations across generations?

– Does online interaction strengthen or weaken relationships?

– How does AI influence learning and information sharing?

4.    Halliday’s Functions in the Digital Context

Instrumental – Using language to achieve goals, such as ordering products, making requests in apps, or interacting with voice assistants.

Regulatory – Guiding behaviour through platform rules, warnings, and algorithmic moderation.

Interactional – Maintaining relationships through messaging applications, video calls, and the use of emojis.

Personal – Expressing identity and emotions through profiles, posts, and online feedback.

Heuristic – Learning and exploring through search engines, AI tools, and online learning platforms.

Imaginative – Creativity and storytelling through digital art, games, and video production.

Informative – Sharing knowledge and facts through news sources, statistics, and responsible use of social media.

5.    Educational Impact

For students

The project enabled students to:

• apply linguistic theory to real-world digital communication,
• practice structured speaking and critical questioning,
• develop digital literacy and awareness of online social norms.

For the school community

The activity also contributed to the broader school environment by:

• presenting a learning experience that integrates linguistic theory with real digital communication practices,
• encouraging reflection on generational differences in communication,
• reinforcing the Digital First aim of empowering students as active creators in digital environments.

6.    Conclusion

The podcast illustrated that digital literacy involves not only technical skills but also understanding language as a functional tool. Students explored how online communication enables goal achievement, relationship maintenance, identity expression, learning, creativity, and information sharing.

The project highlights the value of combining linguistic theory with real-life digital experiences, promoting critical thinking, collaboration, and authentic interaction with experts. By linking Halliday’s language functions with digital practices, students gain a deeper understanding of how communication evolves across generations, fulfilling the vision of Digital First: turning digital technology into a first language for creative and responsible participation in society. (digitalfirstnetwork.eu)

References

• Halliday, M. A. K. (1975). Learning How to Mean: Explorations in the Development of Language. London: Edward Arnold.
• Halliday, M. A. K. (1978). Language as Social Semiotic. London: Edward Arnold.
• European Commission. (2022). The Digital Competence Framework for Citizens – DigComp 2.2.
• Digital First – Digital Tech as the First Language. https://digitalfirstnetwork.eu