So now here is the teacher's problem, part A
Let's say that little Edward, who grew up in a restricted language scenario as described above, is now in the first or second grade. In a moment of high spirits he is doing a Gene Kelly tap dance on top of one of the classroom tables.
The teacher may say, "Edward, Edward, would you immediately climb down from that table. You may hurt yourself, and you are putting scuff marks on the table, which are difficult to remove. Besides, you know how upset the principle would be if she saw you. She would probably keep the whole class after school!" Of course, this is a formal language code and not within Edward's ability to understand.
As he stands there looking at the teacher and thinking, "HUH?" she wisely switches styles and says, "GET DOWN NOW !"
Comprehending the message Edward obediently complies. A successful communication has taken place.