Halliday'S Function of Language: Ramiro Gael Peñaloza Chavez Alan Agüero Castro Javier Arroyo Montañez

HALLIDAY’S FUNCTION
OF LANGUAGE
RAMIRO GAEL PEÑALOZA CHAVEZ
ALAN AGÜERO CASTRO
JAVIER ARROYO MONTAÑEZ
WHO IS MCHAEL HALLIDAY’
Michael Halliday was a British linguist who studied child
language acquisition. Halliday suggested that communication
and language acquisition begins before children can speak.
Studies of his own son's linguistic behaviour led to the
publication of “Learning How to Mean” in 1975.
In “Learning How to Mean” (1975), Halliday suggested that,
as a child learns its first language, it simultaneously learns
about the world around them. Halliday viewed language as a
cultural code that teaches us how to be part of society, rather
than simply a method of communication. Thus, Halliday's
functions of language were born.
Halliday's functions of language
In 1975, Halliday published his 'seven functions of language', which
describes the way children use language. He refers to these as
'developmental functions' or 'micro functions'.
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.
“I like”, “I need” function of language giving the speaker the
satisfaction once his material need is being given and received by
him/her.
It can be used in the classroom by having students clarify
instructions from morning routines or ask for supplies
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?‘
Regulatory: the function that controls the behaviour of another person or others.
Example: “Do the things I to be finished”.
It can be used in the classroom by having the students role-play routines with
partners, teach each other or by giving rules in games
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.
Is use in social interactions and to get along with others.
It can be used in the classroom by having students play or
work in groups on assignments.
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.
It can be used in the classroom by having students share personal
experiences or by making feelings public
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'.
It can be used in the classroom by having students ask teachers or
students about how something works or explain the ideas in a story. Can
have a question and answer format.
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.
Language that is used when conveying information or giving a description
It can be used in the classroom by having students describe a television
show or school event.
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!
It can be used in the classroom by having students use pictures to create
stories
Divertive
Language that is used when expressing jokes or puns.
It can be used in the classroom by having students tell jokes during an
appropriate time.

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HALLIDAY’S FUNCTION

The instrumental function of language refers to when language

This example of Halliday's function is how we form

Similar to heuristic and personal functions, representational language

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