Topic 6
Topic 6: Language Acquisition and Development (0-18 Years)
Language Acquisition and Development: A Uniquely Human Feat
Human communication is distinguished by 'language', encompassing spoken and written forms, as well as verbal and non-verbal systems.
Language acquisition is deemed a remarkable intellectual feat, especially as much of it occurs in early childhood.
Understanding language acquisition and development is critical for educators and future teachers.
Nomenclature: Acquisition vs. Learning
Language Acquisition: Natural, unconscious process, as in learning to walk.
Language Learning: Conscious process requiring instruction, as in learning to read.
Common terms:
L1/L1A: First Language Acquisition—acquisition of a native language.
L2/L2A: Second Language Acquisition—acquisition of a non-native language.
Typical Stages of Language Acquisition and Development
Children generally acquire language through predictable stages, but there can be individual variation.
Recognizing individual milestones is crucial for educators.
Stage 1: Babbling
Begins around 3-4 months; not yet true language.
By 6 months, infants start to babble, recognizing their native sounds.
Protolanguage: Distinct, private system of sound production, intelligible only to caregivers.
Stage 2: Single-Word Utterances
Starts around 8 months, with first single-word utterances around 1 year.
Single-word phrases convey complete meanings (e.g., "allgone", "wassat").
Known as Holophrases—words that represent broader concepts.
Stage 3: Two-Word Utterances
Typically occurs around 2 years; children begin to grasp grammar basics.
They start making meaningful connections between signs and meanings.
Common semantic errors arise:
Over-extension: Using a word too broadly (e.g., all animals are "dog").
Under-extension: Using a word too narrowly (e.g., only the family pet is a "dog").
Stage 4: Telegraphic Speech
Achieved around 2 years; consists of longer strings of words but lacks syntax.
Uses key content words while omitting less critical function words (e.g., "cat stand up table").
Similar to a telegram format, omitting unnecessary words.
Stage 5: Simple Grammar
Occurs just before starting school, marked by rapid vocabulary growth (10-20 words a day).
Children develop functional control of language, with vocabulary over 2000 words by age 5.
They understand words as signs with multiple meanings.
Example of negative sentence progression:
1: No want some food.
2: I no/don’t want some food.
3: I don’t want no food.
4: I don’t want any food.
Stage 6: Complex Grammar
By age 7, children grasp complex grammatical structures.
Ability to form questions correctly, using clauses effectively.
Adolescents demonstrate:
Mastery of grammar and sophisticated vocabulary.
Skills in abstract reasoning and discussion of theoretical concepts.
Theories of Language Acquisition and Development
Theory Definition: Theories explain phenomena and are tested against evidence.
No single theory fully explains language acquisition and development.
1. Behaviourist Theory (Burrhus Skinner)
Premise: Language is a behavior, acquired through repetition, imitation, and reinforcement.
Implication: Learning language is similar to learning any other behavior.
2. Nativist Theory (Noam Chomsky)
Theory Suggestion: Humans have an innate capacity for language, with a hard-wired Language Acquisition Device (LAD).
Concepts of Universal Grammar underpin this theory, suggesting language learning tools are present at birth.
3. Socioculturalist Theory (Lev Vygotsky, Jerome Bruner, Michael Halliday)
Acknowledges the nativist argument but emphasizes interaction and context in language development.
Highlights the role of knowledgeable adults in modeling language and scaffolding learning.
Conclusion on Theories of Language Development
The Behaviourist theory has faced significant critique and rejection.
Further exploration of Nativist and Sociocultural theories provides insight into language development.