Studies in Child Language Development
In enumerating his claims about the trajectory of children's language development, Halliday eschews the metaphor of "acquisition", in which language is considered a static product which the child takes on when sufficient exposure to natural language enables "parameter setting". By contrast, for Halliday what the child develops is a "meaning potential". Learning language is Learning how to mean, the name of his well-known early study of a child's language development.
Halliday (1975) identifies seven functions that language has for children in their early years. For Halliday, children are motivated to develop language because it serves certain purposes or functions for them. The first four functions help the child to satisfy physical, emotional and social needs. Halliday calls them instrumental, regulatory, interactional, and personal functions.
- Instrumental: This is when the child uses language to express their needs (e.g.'Want juice')
- Regulatory: This is where language is used to tell others what to do (e.g. 'Go away')
- Interactional: Here language is used to make contact with others and form relationships (e.g. 'Love you, mummy')
- Personal: This is the use of language to express feelings, opinions, and individual identity (e.g. 'Me good girl')
The next three functions are heuristic, imaginative, and representational, all helping the child to come to terms with his or her environment.
- Heuristic: This is when language is used to gain knowledge about the environment (e.g. 'What the tractor doing?')
- Imaginative: Here language is used to tell stories and jokes, and to create an imaginary environment.
- Representational: The use of language to convey facts and information.
According to Halliday, as the child moves into the mother tongue, these functions give way to the generalized "metafunctions" of language. In this process, in between the two levels of the simple protolanguage system (the "expression" and "content" pairing of the Saussure's sign), an additional level of content is inserted. Instead of one level of content, there are now two: lexicogrammar and semantics. The "expression" plane also now consists of two levels: phonetics and phonology.
Halliday's work represents a competing viewpoint to the formalist approach of Noam Chomsky. Halliday's concern is with "naturally occurring language in actual contexts of use" in a large typological range of languages whereas Chomsky is concerned only with the formal properties of languages such as English, which he thinks are indicative of the nature of what he calls Universal Grammar. While Chomsky's search for Universal Grammar could be considered an essentially platonic endeavor (i.e. concerned with idealized forms), Halliday's orientation to the study of natural language has been compared to Darwin's method.
Read more about this topic: Michael Halliday
Famous quotes containing the words studies in, studies, child, language and/or development:
“You must train the children to their studies in a playful manner, and without any air of constraint, with the further object of discerning more readily the natural bent of their respective characters.”
—Plato (c. 427–347 B.C.)
“These studies which stimulate the young, divert the old, are an ornament in prosperity and a refuge and comfort in adversity; they delight us at home, are no impediment in public life, keep us company at night, in our travels, and whenever we retire to the country.”
—Marcus Tullius Cicero (106–43 B.C.)
“It is the child in man that is the source of his uniqueness and creativeness, and the playground is the optimal milieu for the unfolding of his capacities and talents.”
—Eric Hoffer (1902–1983)
“Denotation by means of sounds and markings is a remarkable abstraction. Three letters designate God for me; several lines a million things. How easy becomes the manipulation of the universe here, how evident the concentration of the intellectual world! Language is the dynamics of the spiritual realm. One word of command moves armies; the word liberty entire nations.”
—Novalis [Friedrich Von Hardenberg] (1772–1801)
“Good schools are schools for the development of the whole child. They seek to help children develop to their maximum their social powers and their intellectual powers, their emotional capacities, their physical powers.”
—James L. Hymes, Jr. (20th century)