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The development of bilingual or second language learning children is of enormous importance

Knowing more than one language can enable kids to more work opportunities and more easy learning in future

Simultaneous bilingualism: children who are exposed to more than one language virtually from birth

Sequencial bilingualism: children who are exposed to a second language after they have acquired a first language

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Some of them can be: deafness, articulatory problems, autism or dyslexia

Sometimes affects language development

Most children produce recognizable first words by 12 month, but, some may not speak at age of 3

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Children create networks and asociations (cognitive linguistics)

This deppends on child´s general abilities

Children learn language gradually

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Psicologist (importance of the enviroment and the acquisition of language)

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Psicologist (importance of the enviroment and the acquisition of language)

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Piaget (1952) explains that the cognitive development and the language acquisition go all together

Vygotsky (1978) says that language develops primarily from social interaction (this interaction must be with a human interlocutor)

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Innanist perspective (1959 Noam Chomsky)

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Innanist perspective (1959 Noam Chomsky)

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All human languages are based on some innate universal principles

Children biologycally programmed for language

Children are born with an specific innate ability to discover for themselves the language system

Enviromens as only a basic contribution

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Children imitate the languages around them until they formed habits of correct language use.

Imitation and practice

Environment as a source of everything the child needs to learn

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Pre-learned abilities expand and grow

Children learn to read and reading leads to more metalinguistic knowledge

They see and understand words, letters and symbols

Discover things like ambiguity

They have access to jokes and riddles

Conversations with parents and relatives are more fluent (acquisition of different language registers)

Vocabulary growths significantly

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Children´s efford is spent in their abilities to use language in a widening social enviroment

They interact more with unfamiliar adults

The begin to understand when an why language varies and develop metalinguistic awareness

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Stage 6: Children are able to form all question types

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Stage 6: Children are able to form all question types

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Stage 5: "wh" and "yes/no" questions are formed correctly, negative form may still be difficult

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Stage 5: "wh" and "yes/no" questions are formed correctly, negative form may still be difficult

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Stage 4: More variety in auxiliars than in stage 3, "do" can be added where there is no need

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Stage 4: More variety in auxiliars than in stage 3, "do" can be added where there is no need

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"what" is the first word, "where" and "who" emerge soon and "why appears at the end of the second year

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"what" is the first word, "where" and "who" emerge soon and "why appears at the end of the second year

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There is a predictable pattern in which "WH" words emerge

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There is a predictable pattern in which "WH" words emerge

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Stage 4: Children begin to attach the negative element to the correct form of auxiliary verbs

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Stage 4: Children begin to attach the negative element to the correct form of auxiliary verbs

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Stage 3: "Mommy don´t touch" (more complex sentences, can´t or don´t may be included) (don´t yet vary these forms for different person or tenses)

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Stage 3: "Mommy don´t touch" (more complex sentences, can´t or don´t may be included) (don´t yet vary these forms for different person or tenses)

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Stage 2: "Mommy no" (in this stage don´t may be included)

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Stage 2: "Mommy no" (in this stage don´t may be included)

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It takes time until children can express negation in sentences

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It takes time until children can express negation in sentences

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14 gramamatical morphemes are acquired in a similar sequence: Present progressive, plurals, irregular past forms, possesive, copula, articles, regular past, third person singular simple present and auxiliary "be" (1960 brown´s research)

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14 gramamatical morphemes are acquired in a similar sequence: Present progressive, plurals, irregular past forms, possesive, copula, articles, regular past, third person singular simple present and auxiliary "be" (1960 brown´s research)

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Stages in language acquisition are related to children´s cognitive development

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Stages in language acquisition are related to children´s cognitive development

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At the age of three years begins the discovery of language, here, predictable patters are in emergence and development

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At the age of three years begins the discovery of language, here, predictable patters are in emergence and development

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Two year old baby can produce 50 different words and begins to combine words creatively

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Two year old baby can produce 50 different words and begins to combine words creatively

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12 month baby begins to reproduce a word or two

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12 month baby begins to reproduce a word or two

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By the end of first year, most children understand a few repeted words

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By the end of first year, most children understand a few repeted words

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Babies are capable to define auditory discrimination (they need to interact with a human speaker)

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Babies are capable to define auditory discrimination (they need to interact with a human speaker)

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1° involuntary crying, coing and gurling sounds

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1° involuntary crying, coing and gurling sounds

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There is a similarity in the early language of children all over the world

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There is a similarity in the early language of children all over the world

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This padlet is based on a research on language learning in early childhood, first language acquisition and human development

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This padlet is based on a research on language learning in early childhood, first language acquisition and human development

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In language learning there are always new approaches, methods and text books.

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In language learning there are always new approaches, methods and text books.