Introduction Linguists are in agreement that several aspects of language do change from one generation to the other. However, according to Suslak (2009), both linguists and other people in the society view this change as happening “across static generational grids” (p. 199). This means that the language is seen as changing, but the generations are the same- they do not change over time. Suslak (2009) is of the view that this observation is misleading and erroneous. To avoid such mistakes, scholars such as Irvine (2004) and Bucholtz (2002) argue that age should not be taken as a mere independent variable in linguistic change. Rather, it should be conceptualized as a dimension of identity that is as sophisticated as other identity factors such as gender, social status and ethnic identity. Furthermore, age as a factor in linguistic change is constructed just like the other factors. Suslak (2009) is of the view that the above observation of age been more than just an independent variable holds especially in cases where language shift is evident. It is against this background that Suslak (2009) conducted a study on linguistic shift within the context of generational change. In an essay published in the journal of Language & Communication in 2009, Suslak critically reviews the idea of inter-generational relations and youth identity (2009: p. 199). This is especially how linguists and linguistic anthropologists have used this idea. In this article, Suslak also gives recommendations on how to integrate linguistic dimensions on generational identity in the linguistic field, especially in the study of linguistic change. In this paper, the author is going to critically review the article that Suslak (2009) wrote on this issue. The author will provide a summary of the article and offer comments on aspects arising from it. They will also explain how the study can be applied to various social settings, and try to relate it to the case of Saudi Arabia. Summary of the Article Suslak (2009) introduces the article by giving a Chickasaw story that was distributed by the Chickasaw Nation in the year 2005. The story was a comic series titled Chickasaw Adventures, which was an educational depiction of the history of this ethnic group. Copies of this story were distributed to every Chickasaw household, while other copies were distributed through other channels such as online and local stores’ sales (Suslak, 2009). The book narrates the story of a teenager from this ethnic group who, by utilizing the powers of a sacred ritual object, is able to travel back over time and access the history of the community. The teenager has always been complaining that his grandfather is denying him the chance of being a boy and living like one. However, after traveling through the history of the community and experiencing what they had to go through in the past, he becomes appreciative of the stories that his grandfather is telling him (Suslak, 2009). According to Suslak (2009), this story gives the scenario as it is today, where the youth and the older generation read from different scripts as far as language is concerned. When writing this article, Suslak had several objectives in mind. The first was to analyze how age categories are identified and reproduced by the youth and other people in the