theories of child language acquisition

Innate Human Ability: Chomsky proposed that language is an inherent ability in humans.
- All children are born with a Language Acquisition Device (LAD), a mental framework that allows them to construct grammar from limited input.
Active Generation of Language: Children do not merely mimic speech; instead, they create sentences based on internalised grammatical rules.
- Virtuous Errors: These are grammatical mistakes that demonstrate children applying rules creatively, rather than copying. Examples include:
- Saying "mummy's caking" or "rund."
- Such errors indicate that children are learning the structure of language, not just repeating what is said to them.

Language Acquisition Support System (LASS): Bruner suggested that adults play a vital role in children's language development.
- Techniques include:
- Child Directed Speech: Adults adjust their speech when talking to children.
- Recasting Errors: Correcting a child's grammatical mistakes by reformulating the sentence correctly.
- Asking Questions: Engaging children in dialogue encourages language use.
- Scaffolding: A method where adult support is gradually reduced to help children become more independent in their language use as they gain confidence.

Cognitive Development: Piaget stated that language development is tied to cognitive maturation.
- Language reflects stages of cognitive development.
- sensorimotor stage: babies acquire their knowledge through physical actions and sensations - this stage is from 0-2. An important feature is object permanence- realise things other than themselves in an independent existence.
- Pre-operational Stage: At around 2, children begin using symbolic language and engage in imaginative play.
- concrete operational stage: between 2-5, they are able to think in more definite terms- language develops quickly here. they are still egocentric.
- formal operational stage: about the age of 12, where they are able to understand abstract ideas and the language associated with them.
- His perspective emphasizes that understanding a concept precedes the ability to express it through language.

Social Interaction Focus: Vygotsky placed a significant emphasis on social contexts for learning.
- Zone of Proximal Development (ZPD): This concept indicates that children learn best when provided with support just beyond their current capabilities.
- Private Speech: This is when children talk to themselves, helping them to internalize knowledge and aid in problem-solving tasks.

Functional Theory of Language Development: Halliday posited that language learning serves specific functions rather than merely grammatical accuracy.
- seven key functions of language in early speech:
1. Instrumental Function: Expressing needs (e.g., "wanna have it back now").
2. Regulatory Function: Controlling/influencing others' behaviour (e.g., guiding actions).
3. Interactional Function: Building social relationships (e.g., greetings).
4. Personal Function: Expressing identity or feelings (e.g., claiming ownership).
5. Heuristic Function: Discovering the world (e.g., testing phrases).
6. Imaginative Function: Engaging in creative scenarios (e.g., playful language).
7. Representational Function: Sharing information (e.g., recalling experiences).

Behaviourist Perspective: Skinner suggested that language is learned through the processes of imitation, repetition, and reinforcement.
- A child hears a word, mimics it, and receives praise or attention, reinforcing the learned behaviour.
- This view helps explain the acquisition of early vocabulary but falls short in explaining complex grammatical constructions.

Cognitive Functional Approach: Tomasello characterized children as intention readers and pattern finders.
- Language acquisition happens through social interaction and real-world uses of language rather than through innate grammar systems.
- Children understand the social context and build meanings from their interactions.

Sapphires Phenomenon: Illustrates that children often comprehend more than they can convey audibly.
- Example: A child saying "fiss" instead of "fish" but correcting adult speech shows higher perceptive language skills compared to their productive skills.
- This example is particularly significant in discussions around phonological development.