It is not necessary, to sacrifice a generation of children, or event one class roomful, in order to demonstrate that particular preconceptions of language are inadequate or irrelevant. In place of a negative and somewhat hit and miss approach, a more fruitful procedure is to seek to establish certain general positive criteria of relevance. These will relate, ultimately, to the demand that we make of language in the course of our lives.
We tend to underestimate both the total extend and the functional diversity of the part played by language in the life of the child.
Perhaps the simplest of the child´s models of language, and one of the first to be evolved, is what we may call the instrumental model. The child becomes aware that language is used as a mean s of getting things done.
Language as an instrument of control has another side to it, since the child is well aware that language is also a means whereby others exercise control over him. Closely related to the instrumental model, therefore is the regulatory model of language. This refers to the use of language to regulatory behavior of others.
A single incident has little significance; but such general types or regulatory behavior; through repetition and reinforcement determine the child´s specific awareness of language as a means of behavioral control.
Closely related to the regulatory function of language it its function in social interaction , and the third of the models that we may postulate as forming part of the child´s image of language is the interactional model.
Language is used to define and consolidate the group , to include and to exclude, showing who is the one of us and who is nor, no impose status, and to contest status that is imposed and humor, ridicule, deception, persuasion, all the forensic and theatrical arts of language are bought into play .
Imaginative models of language; and this provides some further elements of the metalanguage with words like story make up and pretend.
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