Blog Response #5

Functions of Language

Processing Halliday

    Halliday posits that children are motivated to develop language because it serves as a function for them. Likewise, to Vygotsky, Halliday recognizes that learning takes place in the social context and language serves as a tool for learning. However, Halliday also believes that language is present even before the child can speak. In this instance, Halliday recognizes the naturalist view of language like Chomsky yet, argues that language is not innate but constructed through experiences. What’s interesting about Halliday’s theory on language is that he views language as not just a form of communication, but an instrument to help young children assimilate into their surroundings. 

    The first four functions in Halliday’s theory relate to how a child’s social, physical, and emotional needs are met. For example, the instrumental function is used to fulfill a need. Earlier this week, I witness how a child implemented this function in the classroom. During lunchtime, I went into my center’s preschool class to assist a teacher with lunch. I observed how the children sat at the tables eating their lunch and talking amongst themselves. A few moments later, I observed a child raise his hand and yelled to the teacher “Ms. Sarah, I want more tortilla”. Moments after that, another child finished her cup of water, and instead of raising her hand and asking the teacher for water like the previous child, she began to make whining noises across the room. The teacher immediately noticed that the child was whining looked over to the child and asked what she needed. The child responded by raising her cup in the air.

Teacher: “do you want some more water” 

Child: *shook her head yes

Teacher: “well say..I would like some more water please?”

Child: *repeats teacher “more water please”

    Shortly after the child finished her cup of water again and instead of making a whining noise, she raised her hand and yelled to the teacher “more water please”? At this moment, I connected my observation of the second child to Halliday’s point that within the instrumental function “the child becomes aware that language is used as a means of getting things done” (Halliday, M. A.,1969).     

    Halliday’s last three functions of language describe how children adapt to their environment through language. With the heuristic function, for example, the child uses language to learn about things and investigate reality. During my observation of the preschool classroom, I noticed multiple occasions where this function was utilized. One instance was a conversation between a young boy named “Carter” and me. During lunch, I sat next to Carter at the table, and we began talking about the food that was on his plate. Moments later, Carter interrupted my conversation and asked me about the sweater I was wearing. 

Carter: “what’s that you are wearing” *points to sweater

Kenya: “I’m wearing a cardigan”

Carter: “Cardigan”..”but why”

Kenya: “what do you mean why?”

Carter: Why are you wearing that?” *points to sweater

Kenya: “because Ms. Kenya is cold”

Carter: But why?

Kenya: Why Ms. Kenya is cold?”

Carter: “yea”

Kenya: Because the air is cold, and I want to feel warm”

Carter: “Why you want to feel warm?”

Kenya: “Because I like to feel warm”

Carter: “But why”

Kenya: *couldn’t explain why so decided to change the subject 😅

    Although I completely ran out of facts to explain why I was wearing my sweater or why I like to feel warm. I understood that Carter’s persistent questioning was not to seek facts but an explanation of facts. I assume that because I used a complex term such as “cardigan” instead of a simpler term that “Carter was familiar with i.e., sweater or jacket, he utilized the heuristic function of language to seek out an explanation to help him better understand. 

    Above all, understanding the function of language is beneficial when thinking about how adults can help to better understand how to promote language development in young children. As I continue to form my ideas about language development. I value Halliday’s opinion on how language supports learning and helps them interact and understand the world around them. I also appreciate and agree with Halliday and Vygotsky’s position on how social context influences development. As an educator in the field, I have witnessed first-hand the role of social interaction, and I believe that social experiences serve an integral part in a child’s life and development. 

Reference:

Halliday, M. A. (1969). Relevant models of language. Educational Review, 22(1), 26-37.