Formulaic Language as a Model for Learners of English and Irish as Additional Languages in Early Childhood

Abstract

Formulaic language and routines have been highlighted as providing a clear model to young children for the use of new structures and vocabulary in a variety of contexts. Tabors says that observers have noted that when young second-language learners begin to use their new language, they use telegraphic speech and formulaic speech (2008, p. 55). According to Wray (2002a, p. 4) “Words and word strings which appear to be processed without recourse to their lowest level of composition are termed formulaicâ€. She considers that formulaic language use is caused by the heavy mental demands of speaking. Speakers seem to rely on ‘chunks’ of language that come ready made as they are easier to formulate than sentences composed of fresh words and phrases. Vignettes referred to throughout the paper are drawn from a study where three learners of English as an Additional Language (EAL) and learners of Irish (Gaelic) as an additional language were closely observed over ten sessions in a Junior Infant (KG) classroom in an Irish primary school. The use of formulaic language when speaking is evident throughout the observation sessions and as early as Observation 2 the teacher uses formulaic phrases consistently in the Irish lesson. Formulaic language, providing a frame for sentence construction and environmental scaffolding appear to be of particular assistance in developing the language skills of the children observed throughout the study, both at the receptive level of Listening and as their productive language skills begin to improve during later sessions observed. Therefore a consistent approach should be borne in mind by teachers and every use should be made of stories with repetition and language games to reinforce language in different contexts. This approach may equally be applied in the Arabic-speaking context and is an area that warrants further research.