Identifying Language Creativity In Everyday English Essay

Identifying Language Creativity In Everyday English - Essay Example Language creativity, as stated earlier, can be found in several different linguistic practices. It is identified in different ways. Some are unexpected; others are common to many people who are keen on utterances by different individuals in movie films and other physical functions or conversations. One comes across or bumps into it in things from advertisements, televisions news or literature banners. For instance, young children may engage in talking and making jokes as they play or engage themselves in their day-to-day activities. The idea that kids are able to tell, as well as, receive jokes indicates that they have the capability of recognizing creativity in some communications or jokes made by colleagues. In other words, jokes are mainly creativity done to amuse other people. Creativity is the central component of joke composition. Without creativity, a joke no longer becomes a joke, but a normal declarative or inquisitive statement.   In addition to the above, children also l ike telling stories and fairy tales amongst themselves. This is one of the productive uses of the mind making them creative. A point to note is that as the kids tell stories or fairy tales, they come up with ways in which the stories can be modified to ensure that they become more enjoyable than before. Modification of these stories is a necessity with change in time. For instance, it would be boring to tell a 21st century kid a story using the styles and manners in which the 20thy century kids were told the same story. In other words, some elements of creativity in the language used must be included to cope up with the constant changing environment. Besides, it is notable that it is in early childhood when creativity in linguistic occurs in a rapid and interesting manner. Guy Cook (2000) cautioned parents that linguistic play, mainly among the kids can sometimes lead to other undesirable consequences like paying less attention to school work and the general academic developments. Cook made a discovery that children who are mainly involved in story-telling and other language game activities often show little interest in their school work. They instead seem to be keener in entering the world of â€Å"make-believe† in varieties of forms from bed time stories to simple and addictive computer games. Analytically, school work also acts as an important booster to language creativity. When children attend schools, they do so with one aim of education to promote interaction and all round development among the children. For instance, the interaction in school may provide another platform for language creativity such as reciting tongue twisters and singing songs. This will