Language is a method of shared, social and cultural rules of communication people use to interact with one another (Gee & Hayes, 2011, p. 6). It can vary between formal and informal registrars, depending on the relationship of its participants and is dependent on the context in which it is used. Within each relationship or community of people, communication and expressions transmitted through language purposeful – it is fundamental for human sustainability and functionality.
Language can be delivered in a variety of different formats. Oral or spoken language exists within all groups in society (Gee & Hayes, 2011, p.7) and is the basis written literacy. Oral language can be heard through several channels including the common face-to-face …show more content…
A reading from Halliday (1975, p.17) states psychologists argue through the coarse of evolution that language serves many functions for human beings. Children from a very early age recognise the instrumental use language can provide in satisfying their own wants and needs. To aid in a child’s development, they communicate through non-linguistic formats for example, crying to express discomfort. They do this to gain attention from their parents and to ensure their needs are heard. From birth to five years of age, a child’s development and understanding of language develops substantially. With the aid of body language – pointing to objects and identifying them with speech, children begin to learn to understand common, single words by 12 months of age. Other non-linguistic cues and using these cues in relevant contexts such as eye gazes and pointing for ‘up’ or changes in facial expression (smiling when greeting a familiar face, frowning when injured) can also promote a child’s ability to categorise and attach labels to words. Infants use vocal sounds through babble and cooing and then attempt to mimic the speech noises heard by their parents and primary caregivers. Through Infant-directed speech (McDevitt, McDevitt, Ormrod, Cupit, Chandler & Aloa, 2013), infants show preference in the shorter and more simplistic syntax speech patterns adults tend to use when speaking towards them. …show more content…
They learn a new set of pragmatics of how to communicate in a formal environment. These relationships and whom they communicate with (from teachers to peers) will reflect their choice of vocabulary, body language, tone and the extent of formality used (Green, 2006, p. 2). This is part of their metaliguistic development and highlights the diverse nature of language. Their chose of words will be vastly different amongst their peers in the school playground and reflect a more phatic, pre-teen approach, to when they are addressing a teacher in a formal setting. When talking to their peers, Croome and Fairhall (1976) state children discuss ideas, scaffold their understandings, and share their feelings through a set of shared experiences. This communication demonstrates to children the differences that are apparent in their wider community and also enables the ability for individual exploration of self-expression and
Language can be delivered in a variety of different formats. Oral or spoken language exists within all groups in society (Gee & Hayes, 2011, p.7) and is the basis written literacy. Oral language can be heard through several channels including the common face-to-face …show more content…
A reading from Halliday (1975, p.17) states psychologists argue through the coarse of evolution that language serves many functions for human beings. Children from a very early age recognise the instrumental use language can provide in satisfying their own wants and needs. To aid in a child’s development, they communicate through non-linguistic formats for example, crying to express discomfort. They do this to gain attention from their parents and to ensure their needs are heard. From birth to five years of age, a child’s development and understanding of language develops substantially. With the aid of body language – pointing to objects and identifying them with speech, children begin to learn to understand common, single words by 12 months of age. Other non-linguistic cues and using these cues in relevant contexts such as eye gazes and pointing for ‘up’ or changes in facial expression (smiling when greeting a familiar face, frowning when injured) can also promote a child’s ability to categorise and attach labels to words. Infants use vocal sounds through babble and cooing and then attempt to mimic the speech noises heard by their parents and primary caregivers. Through Infant-directed speech (McDevitt, McDevitt, Ormrod, Cupit, Chandler & Aloa, 2013), infants show preference in the shorter and more simplistic syntax speech patterns adults tend to use when speaking towards them. …show more content…
They learn a new set of pragmatics of how to communicate in a formal environment. These relationships and whom they communicate with (from teachers to peers) will reflect their choice of vocabulary, body language, tone and the extent of formality used (Green, 2006, p. 2). This is part of their metaliguistic development and highlights the diverse nature of language. Their chose of words will be vastly different amongst their peers in the school playground and reflect a more phatic, pre-teen approach, to when they are addressing a teacher in a formal setting. When talking to their peers, Croome and Fairhall (1976) state children discuss ideas, scaffold their understandings, and share their feelings through a set of shared experiences. This communication demonstrates to children the differences that are apparent in their wider community and also enables the ability for individual exploration of self-expression and