Introduction
Language is how, we as human beings, express ourselves, to instruct, inform, announce, entertain, socialise, converse, advise and many, many more functions. Language can be heard in conversations, on television, through the radio. It can also be seen in books, magazines or through the use of sign language. The high use of language in our homes, workplace and community means those without the basic oral and listening skills will be at a disadvantage (Fellowes and Oakley, 2014).
Language is multi-faceted and can differ depending on the social situation, such as how an informal conversation between a father and son differs to a professional discussion between employee and employer. Halliday (1964) identifies this as a language register, …show more content…
They pose ideas that language acquisition is biological (Nativist perspective); that it is shaped by the environment (Behaviourist perspective); language develops at a predetermined time (Maturational perspective); and an influential perspective, that it occurs alongside cognitive development (Cognitive developmental perspective). While there are many more theories, Fellowes and Oakley (2014) summarises that all theories help contribute to the overall understanding of language development.
Initially, as identified by Halliday (1975), children’s use of language is categorised into seven functions: Instrumental (to communicate their wants and needs); Regulatory (the controlling of others); Interactional (to socialise and interact with others); Personal (expressing oneself); Heuristic (make sense of ones’ surroundings); Imaginative (to make believe and create); Informative (to describe and convey information). As they begin to learn more, they use language as a way to help gain understanding, by talking to themselves, to guide their thinking and actions. Vygotsky labelled this vocalisation as private speech (Margetts & Woolfolk, 2013). As they use this private speech to order their thinking, it would be beneficial for children to not have a strict policy on working silently and in doing so, enables educators to identify when students are struggling as the overall volume of the classroom, …show more content…
For example, talking in slang to their friends or being polite and proper when requesting something from a teacher (Margetts & Woolfolk, 2013, p. 106). The choice of reading material or assignment of tasks in the classroom also have an effect on children with subliminal messages. By middle school they will begin to read between the lines, such as understanding that when a teacher says “I see too many children around the craft table” it is an observation and a command (Margetts & Woolfolk, 2013, p. 106). It is important for children to learn the pragmatics of language, to ascertain when it is appropriate to speak and the choice of language used in varying contexts. Campbell and Green (2006) implores that literacy and language provide empowerment by providing individuals the ability to express their opinions and feelings, to have a
Language is how, we as human beings, express ourselves, to instruct, inform, announce, entertain, socialise, converse, advise and many, many more functions. Language can be heard in conversations, on television, through the radio. It can also be seen in books, magazines or through the use of sign language. The high use of language in our homes, workplace and community means those without the basic oral and listening skills will be at a disadvantage (Fellowes and Oakley, 2014).
Language is multi-faceted and can differ depending on the social situation, such as how an informal conversation between a father and son differs to a professional discussion between employee and employer. Halliday (1964) identifies this as a language register, …show more content…
They pose ideas that language acquisition is biological (Nativist perspective); that it is shaped by the environment (Behaviourist perspective); language develops at a predetermined time (Maturational perspective); and an influential perspective, that it occurs alongside cognitive development (Cognitive developmental perspective). While there are many more theories, Fellowes and Oakley (2014) summarises that all theories help contribute to the overall understanding of language development.
Initially, as identified by Halliday (1975), children’s use of language is categorised into seven functions: Instrumental (to communicate their wants and needs); Regulatory (the controlling of others); Interactional (to socialise and interact with others); Personal (expressing oneself); Heuristic (make sense of ones’ surroundings); Imaginative (to make believe and create); Informative (to describe and convey information). As they begin to learn more, they use language as a way to help gain understanding, by talking to themselves, to guide their thinking and actions. Vygotsky labelled this vocalisation as private speech (Margetts & Woolfolk, 2013). As they use this private speech to order their thinking, it would be beneficial for children to not have a strict policy on working silently and in doing so, enables educators to identify when students are struggling as the overall volume of the classroom, …show more content…
For example, talking in slang to their friends or being polite and proper when requesting something from a teacher (Margetts & Woolfolk, 2013, p. 106). The choice of reading material or assignment of tasks in the classroom also have an effect on children with subliminal messages. By middle school they will begin to read between the lines, such as understanding that when a teacher says “I see too many children around the craft table” it is an observation and a command (Margetts & Woolfolk, 2013, p. 106). It is important for children to learn the pragmatics of language, to ascertain when it is appropriate to speak and the choice of language used in varying contexts. Campbell and Green (2006) implores that literacy and language provide empowerment by providing individuals the ability to express their opinions and feelings, to have a