Functions of Theoretical Views of Oral Language & Communication

Language functions can define as the use or the purpose of language as foundation of communication which integrated naturally into life practices as described by Fellowes & Oakley (2019). Several language researchers formulated variant systems to classify language functions. They came up with three models from Halliday (1975), Wilkinson (1982), and Tough (1977) which can guide early childhood educators in supporting children’s language growths.

Halliday's Model

Halliday’s (1973, 1975) focuses on very young children’s language use which he identified seven specific classifications of language functions which normally occur for children initially acquire language. He recognises the central of the role aims to social beings, and views the language growth of young children as influenced by the need to use language for the range of purposes relate to their life. Fellowes & Oakley (2019) summarised Halliday’s model as described on table 1.1.

Table 1.1 Halliday’s functions classifications.

Wilkinson's Model

Wilkinson’s model is another useful classification of language function as claimed by Fellowes & Oakley (2019). She identified her simpler models under three questions:

Table 1.2 Wilkinson’s Classroom language functions.

Joan Tough's Model

Similar with Halliday, Joan Tough also divides into seven classified functional that are significant to children’s language learning as described by Fellowes & Oakley (2019). Tough’s classifications can be used as a guidance in evaluating children’s language competency for the purpose of some of important social and learning purposes and in expanding children’s learning in language.

Table 1.3 Tough’s seven language functions.

Therefore, from the explanation of three models of theoretical perspectives in children’s use of language, educators can identify and implement which model suits to their practice to expand children’s richness of language acquisition.