Understanding Child Language Acquisition

Introduction

Child language acquisition is a fascinating area of study in A-Level English Language, focusing on how children develop the ability to understand and produce language. This process involves complex interactions between biology, environment, and cognitive development.

This article will explore:

1. Theories of language acquisition.
2. Stages of language development.
3. Strategies for analysing child language data in exams.

1. Theories of Language Acquisition

1.1 Nativist Theory (Noam Chomsky)

• Suggests children are born with an innate ability to learn language, known as the Language Acquisition Device (LAD).
  Example: Children can produce grammatically correct sentences they’ve never heard before, supporting the idea of an inherent grammar system.

1.2 Behaviourist Theory (B.F. Skinner)

• Proposes that language is learned through imitation, reinforcement, and conditioning.
  Example: A child might say “cookie” after hearing it repeatedly and being rewarded with a cookie.

1.3 Cognitive Theory (Jean Piaget)

• Emphasises the link between language development and cognitive growth.
  Example: A child must understand the concept of past events before using past tense verbs.

1.4 Interactionist Theory (Jerome Bruner)

• Highlights the importance of social interaction and scaffolding in language learning.
  Example: Parents use simplified speech, or child-directed speech (CDS), to help children learn.

2. Stages of Language Development

2.1 Pre-Linguistic Stage (0–12 Months)

• Babies experiment with sounds through cooing and babbling.
  Example: Repeated syllables like “ba-ba” or “da-da.”

2.2 Holophrastic Stage (12–18 Months)

• Single words are used to represent entire ideas.
  Example: “Milk” might mean “I want milk.”

2.3 Two-Word Stage (18–24 Months)

• Children begin combining two words to create basic meanings.
  Example: “Want toy” or “Go park.”

2.4 Telegraphic Stage (24–36 Months)

• Speech includes key content words but omits grammatical ones.
  Example: “Daddy go work.”

2.5 Post-Telegraphic Stage (36+ Months)

• Language becomes more complex, with full sentences and accurate grammar.
  Example: “Daddy is going to work now.”

3. Analysing Child Language Data

Key Features to Look For

1. Phonology: Mispronunciations like “wabbit” for “rabbit.”
2. Grammar: Overgeneralisation of rules, e.g., “goed” instead of “went.”
3. Semantics: Overextension, where one word applies to multiple objects, e.g., calling all animals “dog.”

Example Analysis

Data: A child says, “I drawed a picture.”

• Grammar: The child overgeneralises the past tense rule, applying “-ed” to an irregular verb.
• Context: Reflects the cognitive stage of learning language rules.

Tips for Exam Success

1. Link Theory to Data: Use theorists like Chomsky or Bruner to explain patterns.
2. Highlight Patterns: Identify recurring features in the child’s language use.
3. Use Technical Terms: Incorporate linguistic terminology (e.g., phonemes, morphemes).

Conclusion

Child language acquisition combines biological, cognitive, and social elements, making it a rich area of study for A-Level English Language. Practising analysis and linking theories to data will ensure confident exam performance.