In Chapter 3, Sherzer claims that "play languages are one of the most common forms of speech play". He then goes on to talk about Pig Latin, and other familiar forms of speech play. This got me thinking about my childhood. I will never forget the time I sat in my third grade classroom and three of the kids around me starting talking “Gibberish”. I was so confused at the time and did not know what was going on.
For those of you that did not have this childish experience, here is a video on how to speak Gibberish:
Anyways, what was most interesting to see, was that in my third grade classroom, speaking gibberish started to create a sense of hierarchy. This new, made up language (which was actually just entirely based on English), gave those students who could speak it an upper hand. For example, people would tell each other "secrets" out loud if only the people they wanted to hear knew how to understand Gibberish and the people that they didn’t want to hear could not.
Those students that never learned to speak it, myself included, were put down and eventually considered to be the minority. However, in time, almost everyone learned how to speak this new language in my third grade class. This put pressure to find something new, which led to the start of the use of "Pig Latin". The same cycle appeared with Pig Latin as it did with Gibberish.
What is most interesting to see, is how quickly these new, invented languages, adapted to the people around me in my third grade world. It was so easy for these new play languages to become a "fad" and then shortly die out being replaced by something else. All students wanted was something that could make them "better" than the rest of the students, something that gave them more power, something that allowed them to "win". From this, I could see how speaking a language is like playing a game. The better you are and the more you practice, the higher chance you have to "win" and succeed.