Literature I 62
drawn from these studies suggesting that children develop their language
competence through the opportunities for the negotiation of meaning they
sure given in conversational sequences with more competent speakers,
usually adults. This implies willingness on the part of the adult to
consider the child a viable, if not proficient, partner in conversation,
either as an addressee or a speaker.
On this point, ethnographic literature reports that in societies where
there are competent conversation partners at hand, adults usually do not
attempt to engage in conversation with children 'until they are seen as
realistic sources of information' (Heath,1982 and 1983). Mothers may not
share VVMC assumptions on the necessity of talking with children as
means of developing their language abilities, and believe that children
learn better by talking with their peers; they may find it worth engaging
in conversation when there is a real need to exchange information; in
particular they tend to expect their children to report verbally on
siblings' behaviour or report news to the higher-rank members of the
community (Ochs and Schleffelin,1982). This is likely to generate
different uses of language in the family environment.
Some studies suggest that comprehension more than production is the
most important language skill by traditional criteria. This matches with
beliefs and values of obedience, respect and responsibility highly
appreciated in some societies (Childs and Greenfield,1980; Goody,1977).
However, the ability to 'play with language' in the production of riddles,
tricks and satire is also noted (Heath,1983; Erny,1981).
In some groups, children are 'less often spoken to than spoken about*.
They often perform the role of audience: they may not be necessarily the
centre of adults' attention, but their behaviour is reported, commented on,
sanctioned etc. verbally by older siblings and adults. Children can check
the appropriateness of their behaviour according to the socio-cultural
norms of the group, and these rules are spelled out verbally, though they
may not be addressed directly to them. (Ochs and Schieffelin,1982). On
the other hand, children may be 'more talked at than with* (Heath,1982),
adults and peers using a considerable amount of directives and