Childrens creativity with language takes different forms and is expressed in various ways - Essay Example

?Children’s creativity with language takes different forms and is expressed in various ways Introduction The main objective of this essay is to explore the continuous creativity in language, development and expansion of the language among the children (Carter, 82). According to previous research there has been pervasiveness of the linguistic creativity across different genres to establish the relationship between literary creativity and its interaction with daily activities. There are several sociocultural aspects of language that initiate the entire creativity of a language and integrated with the textual, contextual and critical dimension of the art. The textual aspect `of creativity is simply the text-intrinsic feature of the language like generic structures and linguistic patterning. The contextual part of the language factors in the interpersonal contexts and the sociohistorical contexts. Critically the art of language refers to the ability of the linguistic creativity to wrap in all kinds of critical and evaluative positions that are visible in the use of language. Subject to the findings of the contemporary researchers in applied linguistics, creativity of the language is not limited to the linguistically skilled writers and speakers, media professionals and literary authors but also a pervasive feature of utilization of the language. Carter (102) focuses on the poetic forms in everyday discourse where rhyme, metaphor, word play and other figures of speech are used in the manipulation of the linguistic form. Styles like repetition are incorporated in the language to reflect what the speakers echo and demonstrate the seriousness of the information even though at times it might not be in accordance to the linguistic form. Another aspect of the language that is used creatively is the innovative creation of dialogue in narrative where the story is converted into drama. At the same both the children’s and adults preoccupation with imaginary or fictional worlds is elaborated using the creativity of language. In essence everyday conversation offers the source for strategies that are later on taken up by others and they include literary genres. According to Carter (105), creativity is a matter of degree that exists together with a series of clines in most of the literary texts on a daily basis unlike the discrete sets of features that are related to the specific registers. In this particular case the term literariness encompasses the clinal nature of creativity. On the other hand the language play is referred to as opposed to the literariness and the two terms have got different intellectual starting points and purposes. For instance Carter dwells on broadening the frame of literariness to involve everyday linguistic practices whereas the other theory focuses on language play in the general terms of play and later on expands this to high culture practices like ceremony and literature. In the long run most of the linguists seem to agree on most of the issues emerging in the language and have a common stand. At the end, the policy and practice in several areas like education are affected due to the pervasiveness of language creativity. There is a conspicuous gap between the linguistic world of young children and the lack of playful use of language in educational materials like reading schemes. As a result most of the modern orthodoxies in communicative and task based approaches to the teaching of the language have not factored in the potential of language play. On the contrary the researchers suggest that the inclusion of a play element in the teaching of the language could be very vital as it would enhance the learning of the language. An example of this is where the importance of an effective dimension in learning, proficiency and value of play in linguistic form due to the acquisition of the second language (Carter, 110). In addition the pervasiveness of creativity across communicative practices leads to broader theoretical challenges to the conventional ideas in regard to language particularly the questioning and the primacy associated with its role. Carter (214) speculates that the creative language might be a default condition and hence different from ordinary routine and hence being non creative. In the modern society the users of the language are always advancing and coming up with different uses of language in their day to day activity also known as sociolinguistics. The language is always refashioned and given a new culture some how different from the normal rules of language use. For instance Sawyer (289) has demonstrated the concept of design where different methods in interpretation of texts and production have been integrated. In the long run there has been transformation in the use of language due to the day to day process of semiotic work. Similarly there has been a focus on the creative styling and speakers on a daily basis through sociolinguistic research code switching, style shifting and crossing is given priority. With a lot findings from linguists there is emphasis on the creative role of all participants and other strategic agents to bring about literacy practices that would establish histories, social identities and social relationships (Sawyer, 290). Several approaches have been adopted in regard to the creativity of children’s creativity towards language and they include; the empirical study of language use adopted by Carter and Tannen. In this case audio recordings of the spoken interaction are the main focus that involves repetition and constructed dialogue which reflect and eventually create interactional and emotional participation of the concerned. Carter also goes a head to determine the use of creative language where it is used in creating solidarity and friendly relations which forms the basis of convergence for most the linguists (Carter, 8). However in other contexts, the creative language might be used to criticize or disagree with an order that is established by an organization. The language use will always vary with the categories of interpersonal relationship of children namely; intimate, transactional/public, socializing and professional. There is a clear distinction between the non collaborative interactions where one is the sole contributor and the collaborative interactions that are involving and engaging since the concerned parties have an opportunity to share ideas. It is from this perspective that Carter asserts that creativity is closely related to the collaborative sharing of ideas between family members particularly children and friends. Another approach by Cook and Crystal is pegged on the analysis of texts that are mostly in the public domain in the form of word games, playground lore, rhymes, riddles and jokes. In this case the pragmatic use of language and interactional function is given priority. The main focus of Crystal is on the creation of rapport whereas Cook dwells on the creation of antagonism or solidarity and stiff competition which ensures conservation of the social order. Notably, neither of the two approaches analyzes the cases of play that emerge from utterances from different contexts. There is also another dynamic model that analyzes the creativity of the language in regard to the contextualization process. This is supported by the dialogue nature of the day to day activities that are creative. It comprises of inclusion of other participants voices and joint observation of creative episodes by the children concerned. Of major importance is the social cultural and sociohistorical variation in the creativity of the language in children as it takes different forms. In essence most of the creativity conceptions vary in regard to the history and culture in order to achieve the goal and purpose of the language at that time (Sawyer,304). Alternatively the creativity of the language is used to antagonize or criticize. An example of this is where children are criticized using harsh words to discourage them from engaging in unwanted behavior thus impacting on them positively as they grow up. The language art is also used as a social sign whereby the young children are able to identify with a specific language as they grow up and thus communicate effectively with others of the same language. An illustration of this where children who cannot speak the English language effectively will find it difficult to associate with those well versed with the language and hence will resort to who can speak a language of their own as friends. On the other hand most of the linguistic anthropologists have concentrated on traditional oral performance ranging from plays and folk stories. However there is an argument that all communicative acts should have the ability to deliver and always have a continuum in regard to dominance. Poems are examples of language creativity that are used children to express different things within the society by instilling some sense in some people, through highlighting and manipulation of unwanted character to good character. In terms of communication the language is vital to children and is likely to shape the behavior and how the children relate with older people within the community thus the need for them to master the best language when at a tender age. Through language it is when the children will be in a position to express themselves in the event that they are happy or annoyed with what is taking place within the surrounding (Carter, 218). Indeed the creativity of children with the language has been adopting different forms for a very long time from the past to the present. This includes the conversational interaction which is the first step in the developmental phases of children. Interaction with family members is the most crucial stage of child development in that it is through this stage that the child will able to learn the language and all that pertains to it. An example of this is when a family goes out for a picnic together with the children who are now versed with the language and are capable of communicating. According to Carter (202), this forms part of interactional poetics where the conversation of the family members is contextual and hence will contribute to the knowledge of the children together with the family. In this case there would be word play between the participants who would therein sustain the social relations and occasionally throw in a joke that would definitely spice up the conversation. In this kind of set up the reflexivity is sustained at the interactional level and thus diversifying the use of language. Another way of creatively utilizing the language by children is during the classroom chat when trying to come with a solution to a particular issue. Once children are of age, they will have to be enrolled to school where they will be grouped with others in a classroom for learning purposes. This is an example of a relatively formal schooled talk where speakers will discuss a particular set topic and adopt interactional conventions that would have been taught in classroom. In the long run there might be a constraint on creativity of the language due to the variation of ideas and words among the children as they try to come up with an answer to the problem. In the event that the playful language is adopted then there is likely wood that of shifting the framework (Sawyer, 306). Online chat is a modern form of language use where the participants are able to communicate online chat room. The medium of communication still remains to be language but might not be the same as the written language as long as the participants are able to understand what each other is communication (Sawyer, 305). With the introduction of internet services and electric gadgets like laptops and computers children are able to communicate with their colleagues or even parents who are far a part without necessarily looking at each other face to face. This a clear demonstration of how the textual creativity is capable to a critical stance by simply establishing, maintaining and repairing the relationship socially. In the end the reflexive and heteroglossic texture of the text is able to be retrieved courtesy of the chat room medium where communication is recorded in writing thus giving participants an opportunity to be able to scroll backwards and forwards if need be. CONCLUSION Most of the children’s creativity with language varies in accordance to the growing up environment. This is so because the creativity of language will differ from those raised up in urban areas and those brought up in rural areas. For instance word play for children in towns will be well written and decorated on posters together with pictures to emphasize on the particular words whereas those words for children in rural set up might be roughly drafted up by the teacher or parent using free hand to ensure that the children gets the exact words. It is even amazing in less developed countries particularly the third world the word play is always done on the bare ground using a stick. Language is the main focus for most children where this is enhanced through storytelling by parents or guardians who are tasked with ensuring that the children master the language and be able to communicate effectively without having many challenges. In the past the stories would be told to the children in vernacular languages which were are also known as ‘mother tongue’. However that is not the case in the modern society with set up of towns. Instead children are told of stories through well choreographed movies and films that are written and acted in English as the main language. English being a language embrace and accepted globally continues to be modified as time goes by. Works cited Carter, R. (2004) Language and Creativity: The Art of Common Talk, London/New York, Routledge, pp 40-220 Sawyer, W. K. (1996) ‘Role, gender, voicing and age in preschool play discourse’ Discourse Processes 22, 3: 289 – 307. Read More