Determining Language Functions and Structures
المؤلف:
Jane D. Hill Kathleen M. Flynn
المصدر:
Classroom Instruction that works with English Language Learners
الجزء والصفحة:
P25-C3
2025-09-03
274
Determining Language
Functions and Structures
Fathman, Quinn, and Kessler (1992) point out that “language functions are specific uses of language for accomplishing certain purposes” (p. 12). (A lesson using similarities and differences, for example, would have the language function of comparing.) Let’s suppose you are working with a 2nd grade class on communities. You ask the students to make a map of the community and provide directions from home to school, or from school to a nearby park. What function of language will the students need to complete this exercise? The language function (or purpose) required in this instance is giving directions. Are there other English demands in this lesson? Are certain language structures, such as particular verb tenses, possessives, plurals, adverbs, or vocabulary words, needed to communicate the directions from home to school or to the park? When you take these issues into consideration, you will see that students need to know the command form of the verb “to go” and also be well versed in numbers and directional vocabulary (i.e., “Go two blocks and turn right”) in order to successfully complete the assignment.
According to Gibbons (1991), a multitude of language functions occur in the classroom each day, including the following:
• Agreeing and disagreeing • Explaining
• Apologizing • Expressing likes and dislikes
• Asking for assistance or directions • Expressing obligation
• Asking for permission • Expressing position
• Classifying • Hypothesizing
• Commanding/giving instructions • Identifying
• Comparing • Inferring
• Criticizing • Planning and predicting
• Denying • Refusing
• Describing • Reporting
• Enquiring/questioning • Sequencing
• Evaluating • Suggesting
• Warning • Wishing and hoping
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