Michael Halliday, a prominent linguist, proposed a functional approach to
language known as Systemic Functional Linguistics (SFL). In 1975, Halliday
published his 'seven functions of language', which describes the way children use
language, referring to these as 'developmental functions' or 'micro functions'.
Halliday's seven functions of language: instrumental, personal, regulatory,
interactional, imaginative, representational, and heuristic.
The first four of Halliday's functions relate to how children's social, emotional, and
physical needs are met through language.
The instrumental function of language
The instrumental function of language refers to when language is used to fulfil a
need, such as requiring food, drink, or comfort.
For example, the phrases 'I want', 'Can I have', and 'I need' are all examples of
instrumental language.
When a child is thirsty they might say something like 'I want bottle'. If the carer
gives them the bottle then their needs have been met through their use of language.
The regulatory function of language
When a speaker commands, persuades or requests something from someone else,
this is known as a regulatory language function. Regulatory language controls the
listener's behaviour (the speaker adopts a commanding tone). Examples include:
'Let's go home now.'
'You need to finish that work by tomorrow so get on with it.'
'Can you give me the report from yesterday?'
As evident in these examples of Halliday's functions, the listener has restricted
agency as the speaker has taken the dominant position in the conversation.
Interactive
This example of Halliday's function is how we form relationships with others as it
encompasses the communicative use of language. It is how we relay our thoughts
and emotions, strengthening bonds with those around us. Interactional language
examples include phrases like 'I love you mum' or 'Thank you so much', revealing
the emotions and opinions of the speaker.
Personal functions
This function defines how we refer to ourselves and express our personal opinions,
our identity, and our feelings. A child may communicate their opinions and
emotions in a simplistic way, using phrases like 'me good' or 'me happy'.
As well as expressing personal opinions and emotions, the personal function of
language also encompasses how we use language to learn more about our
surroundings, by requesting information about it. This is known as the 'personal
function of language', as we gain information which benefits ourselves and our
understanding of society. Questions like 'what's that?' or 'what does that mean?' are
examples of personal language function.
Next time you interact with a young child or toddler see if you can spot any of
these language functions in their speech and communication styles.
The next three language functions that are part of Halliday's functions of language
describe how children adapt to their environment through learning language.
Heuristic
This term refers to language associated with discovery and explanation, usually in
the form of questions or a running commentary (when the child talks about what
they are doing as they are doing it). For example, a lot of children talk to
themselves when they are younger (some people still do this as adults!) to explain
what they are doing, to themselves. This helps them understand their actions in
relation to the world around them.
Children tend to do this when they are playing. They say things like 'The horsey
goes over to the dinosaur and says hello, but he doesn't say hello back because he
isn't being friendly. The wizard felt bad for the horsey and came and said hello to
her. Now they are best friends'.
Another example of children narrating is persistent questioning. It is not
uncommon for children to continuously ask 'What's that?', 'What does that do?', or
'Why?' in response to an adult giving them an instruction. It also occurs when
adults are talking about a topic children don't understand.
Representational / informative
Similar to heuristic and personal functions, representational language occurs when
we request information. However, it differs from 'heuristic' and 'personal' functions
as it also refers to when we relay information. In other words, it describes the
exchange of information between two or more people.
For example, questions like 'what's that?' and 'what does that do?' are
representational; if this question is answered it leads to an exchange of
information.
Another example of representational language is when people relay information.
Imagine someone telling a story, such as, 'I was walking down the street and a cat
jumped out in front of me. It really made me jump! 'This is an example of
representational language because it relates information about events.
Imaginative
When children tell stories and create imaginary friends or concepts in their heads,
it is an imaginative way of using language. Imaginative language usually occurs in
leisure or play scenarios.
Remember when you were a child playing in the playground? Did you and your
friends imagine you were somewhere else, such as in a house or a spaceship?
Children do this to make games more interesting.
Children adopt suitable characters to act out with their friends. For example, if you
pretend you are in space you remove yourself from the playground environment
and into a fantasy world - much more exciting!
Each of these functions plays a crucial role in children's language development, contributing to
their communicative competence, cognitive growth, and social interaction skills. By
understanding the differential features of each function, educators, caregivers, and researchers
can support children's language acquisition and facilitate their communication development
effectively.
Halliday's theory of language
Now we have looked at Halliday's functions of language, how exactly did Halliday
believe children learn languages?
Based on his own child, Halliday argued that children communicate and learn a
language before they can speak. There are a few things that Halliday believed
impact how a child learns its first language:
Halliday suggests social interaction is key for child language learning as it is vital
for them to see how language functions in society. That way they can learn how to
be members of society themselves.
Halliday views language as not only a mode of communication but a cultural code
we need to understand to fit in with our surroundings: 'Language is the main
channel through which the patterns of living are transmitted to him, through which
he learns to act as a member of a society... [and] to adopt its' culture'. This quote
reveals Halliday's view that language is the key to learning how to become a
member of society rather than just a method of communicating.
Rather than the language learning process starting when children start to speak,
Halliday argued that as soon as children can cry or make facial expressions
language is present. This is because children can communicate their feelings
through facial expressions and actions.
Children learn to do things to get a reaction, meaning they can communicate their
emotions and use language to get what they want before they can talk. Children
often throw small objects or start to cry to get a reaction from their caregivers.
Halliday believes we are always making choices in our language and
communication.
