Language can be defined as a system of human communication, either spoken or written, consisting of the use of words in a structured and conventional way and also a system of communication used by a particular country or community (Dictionary, 2004). Brumfit refuted the earlier notions of language as simply a communication system and identified that language has five functions – personal, interpersonal, directive, referential and imagination. These functions allowed people to express feelings, share ideas, influence others’ actions, reported events and problem solved (Brumfit, 1994). In contrast to Brumfit’s functions, Halliday (1975) identified seven functions of language based on the principle that a child’s early language development
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Each of these areas supported the child’s ability to communicate direct wants, express feelings and form interpersonal relationships (Halliday, 1973). Language provides specific social functions and has recognisable traits in that it is voluntary, symbolic, systematic, multi-modal and arbitrary. It reflects socially constructed grammar and serves a social purpose. With the progression of society and multicultural influences the choice of words, phrases, shared and implied meanings have developed over time (Pinker, 1991). Languages have and continue to be influenced by history, idiolects and personal style. The social nature of language as a communication tool identifies it as a form of behaviour. These can be a series of cultural or social practices deemed contextually appropriate or inappropriate (Campbell & …show more content…
As a result, working class children were deemed as language deficient and unable to succeed academically as a result. Middle class children were exposed to a wider vocabulary and therefore had the ‘elaborated’ language skills required in the educational environment. Behaviourist, Vygotsky, theorised that language and thought are closely linked and that if children have deficient language, they will have deficient thinking and conceptual awareness (McDevitt & Ormrod, 2010). Bernstein’s language deficit theory has since been challenged as it has been identified that the language used at school, home and in social circumstances were different not only for social status groups but also for ethnic groups, aboriginals and transient minority groups (Tizard & Hughes, 2002). Researchers have re-defined the language deficit theory to reflect the language difference theory stating the level of vocabulary in working class or ethnic and minority groups is merely a difference of vocabulary not a deficit. This deficit focus highlighted many biases, stereotypical perceptions and prejudicial teaching practices from educational providers. Whilst there is a link between a child’s social and cultural upbringing and language development, a greater understanding exists to acknowledge and value students as
Each of these areas supported the child’s ability to communicate direct wants, express feelings and form interpersonal relationships (Halliday, 1973). Language provides specific social functions and has recognisable traits in that it is voluntary, symbolic, systematic, multi-modal and arbitrary. It reflects socially constructed grammar and serves a social purpose. With the progression of society and multicultural influences the choice of words, phrases, shared and implied meanings have developed over time (Pinker, 1991). Languages have and continue to be influenced by history, idiolects and personal style. The social nature of language as a communication tool identifies it as a form of behaviour. These can be a series of cultural or social practices deemed contextually appropriate or inappropriate (Campbell & …show more content…
As a result, working class children were deemed as language deficient and unable to succeed academically as a result. Middle class children were exposed to a wider vocabulary and therefore had the ‘elaborated’ language skills required in the educational environment. Behaviourist, Vygotsky, theorised that language and thought are closely linked and that if children have deficient language, they will have deficient thinking and conceptual awareness (McDevitt & Ormrod, 2010). Bernstein’s language deficit theory has since been challenged as it has been identified that the language used at school, home and in social circumstances were different not only for social status groups but also for ethnic groups, aboriginals and transient minority groups (Tizard & Hughes, 2002). Researchers have re-defined the language deficit theory to reflect the language difference theory stating the level of vocabulary in working class or ethnic and minority groups is merely a difference of vocabulary not a deficit. This deficit focus highlighted many biases, stereotypical perceptions and prejudicial teaching practices from educational providers. Whilst there is a link between a child’s social and cultural upbringing and language development, a greater understanding exists to acknowledge and value students as