Today, we looked at the concept of function in language. I had never really thought about the various functions of language, and how most people use functions in different conversations. What I learned, though, was that most of our words flow in one directional function.
Go back. Incase you're not aware of the different functions of language, I will go through them quickly:
a. Instrumental Language: Used for getting things, for satisfying one's needs.
"I want the color pink."
b. Regulatory Language: Used for controlling the actions and behaviors of others and yourself.
"Don't do that!" // "Can you please be more quiet?"
c. Interactional Language: Used for maintaining and establishing relationships with others.
"Will you play with me?"
d. Personal Language: Used to identify and express personal feelings and attitudes.
"I want to be a doctor when I grow up."
e. Heuristic Language: Used to discover, seek information, solve problems and explore.
"What makes it run? Why?"
f. Imaginative Language: Used for imaginative purposes, as a means of creation a world of one's own.
"This is the caterpillar, and he is going to eat a lot of purple strawberries."
g. Informative Language: Used for conveying information to someone who doesn't know, to formulate propositions about the world.
"This is black."
We went through a few different common dialogues a teacher might overhear in the classroom, and there was a lot of tension between classmates and Marlene over the function of several sentences. It was hard for many of us to believe that what we consider as polite remindings could really be seen as strict, regulatory, controlling language.
For example, in the central conversation we looked at, three children are building a bear together and discussing how to do it. At one point, one child says, "The head is too small. If you stuff more newspaper in it, maybe it will fill out some."
Several students said that the statement, "The head is too small" should be considered as informational language, as the child is seeing something and remarking on it. However, Marlene noted that this would be considered regulatory language -- the child has one opinion, that the head is too small, and is forcing the idea on the other children working. The child continues using regulatory language when he/she says, "If you stuff more newspaper in it, maybe it will fill out some." It's like saying, "If you wore dresses more often, you'd find a boyfriend." When you say something like this, you're not asking for anyone else's opinion -- you're telling them what you think is the right thing to do. That, in essence, then, is regulatory language.
In fact, when you walk in to a classroom, more than likely 90% of what you hear both children and teachers saying is used in a regulatory functional way. It just may be shrouded in a veil of politeness. But saying please and thank you doesn't mean that you're not trying to control a person.
As teachers, we need to allow our children to understand and use the different functions of language within the environment they are adapting to. And the only way children will be able to understand the functions of language is when TEACHERS MODEL the functions of language.
It's all about the modeling. So we need to look at the way we talk -- to each other, to ourselves, and to the children we teach -- and try to use as many functions as we can on a regular, shifting basis.
How do you use language?
Until the next time...
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