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Sam

Pyper

Malik

Cruzlizbeth

Bella

Edwige

Amber

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Dr. Walton

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Azeneth

Belynda

beatriz

Adelina

Katelyn Cromer

Shelby

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Carlos

Emily

Kaya

Ale

Davynn

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You should provide bulleted yet detailed information about the perspective

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People are biologically programmed to learn language.

There’s a “sweet spot” in childhood for learning languages. After puberty it gets harder to learn a language like a native speaker, which points to language learning being tied to biology.

Chomsky theorised that children must have an inborn ability for language, because what they hear isn’t enough to explain how well they learn grammar.

Language development happens in the same way as other biological functions occur

This theory supports the idea that a students first language creates a foundation and a universal grammar framework to learn a second language

Even children with limited cognitive ability develop quite complex language systems if they’ are brought up in environments where people interact with them can encourage their language department.

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-Children develop language through the interaction of cognitive abilities and environment

-Many factors influence language development, not just one thing: social and cognitive factors.

-There's an emphasis on social interaction

-People become products of their own environment

-Childrens abilities of how to use language and understand others while being able tp express their own ability will expand and grow well past preschool years into school aged levels.

-Language develops primarily from social interaction

-An example was given in the text of a child who was not spoken to by their parents traditionally or through sign language because they were both deaf. The child developed many speech delays due to this as they needed the interaction in order to gain in language acquisition.

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Behaviorists viewed imitation and practice as the primary processes in language development.

Imitation: word for word repetition of all or part of some else's utterance.

Practice: repetitive manipulation of form.

The example of Peter and how he repeated certain words and from that repetition over time learned more words

Children don't just imitate randomly, they imitate things they understand (Cindy example)

Before knowing what rabbits eat Cindy said, "kawo" and "kando" after hearing the explanation that rabbits eat carrots she was able to retain and imitate the information in lessons later on.

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As this will turn into a debate, you will want to list several supporting evidence to argue for your particular theory

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Newborns/children are most likely to learn simple words or sounds rapidly without going to school.

Famous cases like Genie (a child deprived of language exposure until 13) show that when kids miss early exposure, they never fully catch up to native-like language use, even with years of instruction.

Children hear broken or messy speech but still figure out complex grammar rules (like when to use himself correctly). This suggests they are born with some built-in rules for language.

Kids learn their native language through interactions and the language of the environment they are brought up in

Like learning to walk, children start speaking around the same time.

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As this will turn into a debate, you will want to list several contrary evidence with ways in which you can argue against this contrary evidence in support of your particular theory

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Behaviorists hypothesized that when children imitated the language spoken around them, their attempts to reproduce what they heard became positive reinforcement.

Children imitate selectively.

Believe that children are encouraged to continue practicing language and sounds through positive reinforcement from their enviroment.

Imitation and practice will produce language development.

Children typically imitate what they are praised and reinforced with.

Imitations vary in many ways, child to child, in different patterns (tenses, nouns vs. verbs, etc.)

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-some children learn language at a different rate than they develop cognitively

-some children develop language early, so it's unfair to make broad statements about timelines

-different cultures interact with language differently

-children are raised in very different contexts, so the differences in language exposure is different for everyone (this point could be supportive or contrary evidence)

-Pygmalion Effect.

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This is where you can add pictures, videos, and ancillary materials to not only provide additional resources for your classmates but to also support your particular theory.

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Children vary in the amount of imitation they do.

Many of the things children say show that they are using language creatively, not just repeating what they hear.

Imitation and practice alone cannot explain some of the forms created by children, rather children learn to pick out patterns and generalize them into new contexts.

"Although behaviorism goes some way to explaining the sorts of overgeneralization that children make, classical behaviorism is not a satisfactory explanation for the acquisitions of the more complex grammar that children acquire."

A child's environment can provide stimuli for language development

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-most children need that extra support, or learn from others

Places too much emphasis on the final state/competency as a fluent speaker.

This theory oversimplifies the complexities of language acquisition

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-children develop linguistically at the same time as socially and cognitively (ex. speech and play; speech and tool use)

-In the pre-school years, children also begin to develop metalinguistic awareness, the ability to treat language as an object separate from the meaning it conveys. Three-year—old children can tell you that it’s ‘silly’ to say ‘drink the chair’, because it doesn’t make sense.

-During the school years: Vocabulary grows at a rate of between several hundred and more than a thousand words a year, depending mainly on how much and how widely children read (Nagy, Herman, and Anderson 1985).

-zone of proximal development (ZPD)

-scaffolding

-can help explain how differences in the quantity and quality of language exposure affect a child's language development

-1:1 interactions give children access to language that is adjusted to their level of comprehension.

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https://socialsci.libretexts.org/Bookshelves/Early_Childhood_Education/Infant_and_Toddler_Care_and_Development_(Taintor_and_LaMarr)/12%3A_Theories_of_Language_Acquisition/12.05%3A_Interactionist_Social_Theory

https://www.khanacademy.org/test-prep/mcat/processing-the-environment/language/a/theories-of-the-early-stages-of-language-acquisition

-intentional-teacher-third-edition-chap-6-excerpt.pdf