The Functional Model of LanguageAccording to the functional model of language, all texts (written, oral, visual or multimodal) create meaning and serve a social purpose. Moreover, the functional model of language considers the nature of language and how it functions to achieve the writers' intended purpose as well as its effectiveness in communicating this message to the reader or audience. Underlying the functional model of language is the notion that language users make choices to achieve their intended purposes.
The functional model of language was developed in the 1980s by Halliday and forms the basis of the genre approach to language. This approach recognises that texts will have similar characteristics when they are written for a similar purpose. Each genre or text type has a unique set of structural and grammatical features and a particular social purpose (Derewianka, 2003, 2012; Hertzberg, 2012). Students learn about language in upper primary classrooms by exploring the different functions of language through these text types. Placing the learning within the context of each text provides students with a more meaningful, contextualised understanding of language. Teachers achieve this through a a variety of practical activities and strategies. These classroom strategies, including links to interactive language activities are provided under the "Practical Ideas" tab of this website. Functional GrammarChildren usually find grammar of writing more challenging to learn than grammar of speech, and will often use the latter in their writing during the early years (Christie, 2012). Grammar of writing is explicitly taught as it is understood that delving into the grammar will facilitate an understanding of the meaning and purpose of the text (Derewianka, 2003, 2012; Hertzberg, 2012).
Teachers provide students with grammar instruction within the context of particular texts, considering how grammar creates meaning within the target text. In doing so, learning about language becomes more meaningful and contextualised. |
Text typesEffective writing instruction requires starting with “short, prototypical texts” for students to grasp the key features of the genre, before moving on to longer texts with blended genres (Derewianka, 2003). Teachers guide beginning and emerging writers through the structural and grammatical frameworks of the text type, building vocabulary and oral communication skills before moving students on to producing their own texts in the target genre.
Social Purpose of WritingOnce students develop an understanding of how grammar creates meaning, students may also consider how effectively the author’s use of grammar performed the intended purpose (Derewianka, 2003).
|