Language Theory : The Biological Maturation Theory Of Language

There are 4 theoretical perspectives. The different theoretical perspectives vary in their focus on the role of nature and nurture as well as the emphasis on one or more of the five aspects of language knowledge. Throughout this chapter, the focus will be on recognizing how nature and nurture interact and can be related. It provides a framework for understanding the complex ways children develop language as they interact with people and objects in their environment, school and home

Language is very important for one’s development because it can affect other areas of development and is critical to a child’s future success. For many other aspects of development, including cognitive, social and psychological language is very necessary. Language occurs before the baby is even a month old. For a developing child, the biggest thing that will contribute to our eventual language development is what we hear. Very soon, as a young infant, we demonstrate a sense of language just by simply the noise, movements, and expression that we make. Within the first year of life the baby is already babbling and speaking a hand full of words in their native language. Also they are much better at comprehending simple words spoken to them around

Communication and Intellectual developments are closely linked together as a child requires the language in order to think and learn. If they have limited

Specific language disorders, or SLI, affect approximately 7-8% of children in kindergarten. SLI are diagnosed in children, mostly, age 3 and older. The relatively late diagnosis is done to distinguish the children that have SLI from those who are simply “late talkers”. Some of the characteristics of SLI involve problem in only one area and some with problems in all areas of language. The children who are diagnosed with SLI may have a delayed vocabulary growth, disinterest in engagement in social interactions relevant to their age, difficulty in comprehension and/or production in any of the following: morphology, semantics, phonology, syntax, and pragmatics. For example, a 4.8 year old child that does not engage in social interactions

There may be a recognised syndrome or disorder that causes language difficulty for the child and is not able to communicate with others. The child may have a lack of stimulation and support to provide the rich language experience necessary to develop speech, language and communication skills. For example at school, the setting may not have an enabling environment to stimulate the child’s different interests necessary for acquiring language. The books, music, songs and so on may not stimulate and interest the child.

The communication with your child starts way before the youngster can speak. From their cry, smile, and the responses they give you to help you understand his or her needs. Language developments have different stages that children pass through to assist them in the development of speech and languages. There are a plethora of factors which can inhabitants’ a child language development. However, these are amongst the top causes for language development such as a child’s inborn ability to learn language and the language the child hears.

According to Piaget, language development is related to cognitive development, that is, the development of the child’s thinking determines when the child can learn to speak and what the child can say.

Students with speech and language impairment are often in general or regular classrooms. To help students with this type of disorders early intervention is way to address this communication problem. Children who are often classify, as high risk are those with chronic ear infection, genetic defects, alcohol syndrome, neurological defects or delayed language. Those who treat this disorders are called speech language pathologist and they could treat as young as 3. Around the age of two most children say around 50 or more words. At the age of there are very chatty and can begin to put sentences together. Also at three they begin to discover that different words having meaning. When the child is delay or one of the components of communication is disrupted the child is at risk for a language

The article I picked for this assignment analyzes the authors viewpoint against the development of spoken language among children in two different school. The authors attempt to convey the importance behind oral language and listening skills in reception children. Included in the article are results of children in varies school showing the lack of language skills. The author works on suggesting intervention programs to have a positive effect on these skills that need improvement throughout the school education. Surveys and researchers believe that about half of teachers are decreasing speaking and listening skills in the past five years. Practicing skills of talking and listening are essential. Mentioned in the article, “language difficulties are that children have problems in three areas: accessing curriculum on language related tasks, interaction and social skills, and attention span towards learning” in the classroom (pg. 658). This article worked on intervention program for teacher to train students to improve their language skills on standardize exams. In my opinion, having the ability to speak is a way to communicate and share ideas and thoughts with others, and express feelings on how one feels. Listening skills are processed after we hear something. It involves one’s attention and decision to participate in a discussion and respond to message. Also, it requires the ability to focus on the conversation without being distracted, but having a meaningful connection with

As this research was based on the Cross- Sectional design, only the information relevant to the age group the child belongs has been stated. The history of each subject’s language development from birth has not been discussed. The names of the participants have been changed to maintain their anonymity. All other details are accurate and factual.

A lot of problems, featuring analytical palsy, autism, hearing reduction, developing hold-ups, could trigger trouble along with speech as well as foreign language property development. Some youngsters might comprehend foreign language however be actually not able to connect properly as a result of two problem along with speech.

Children are always developing their language by listening to others and going to school. Language is used everyday to express our thoughts, feelings, and ideas so, it is very important skill to have. The first five years are very crucial to language development. Nerve cells are developed as well as connections between nerve cells that helped to go express and receive language which makes stimulation important. Without simulation the child’s language develops slower and has poor communication skills. In the first stage, which starts at birth and ends at around 18 months, the brain attempts to mimic sounds the baby hears. By the time the child is six months old, the child can respond to their name, respond human voices without visual cues,

There are several theories regarding language development. Work by Chomsky, Piaget and Kuhl are critical. Studies by Chomsky, as examined by Albery, Chandler, Field, Jones, Messer, Moore and Sterling (2009); Deloache, Eisenberg & Siegler (2003) argued for the innateness of language acquisition due to its complexity. Development is assisted by a language acquisition device (LAD) and universal grammar both of which holding the propensity for commonalities throughout all languages. LAD is the key to the Syntax rule. The knowledge to master the rules is held unconsciously. Chomsky concludes exposure through auditory channels as being the only requirement for learning. Arguably Kuhl (2010) writes infantile exposure to language through auditory channels only, does not contribute effectively to learning indicating the importance of human interaction. Piaget, as discussed by Ault (1977) postulated language as not being part of the earliest stages of development. Signifying within sensorimotor stage, between birth and two years, the child’s development is too reflexive. Gleitman, Fridlund and Reisberg (2004) discuss the critical period hypothesis and suggest the young brain being more suited to acquisition than the adult brain. Lenneberg (1967) (as cited in Gleitman et al 2004) advocates, brain maturation closes language acquisition capacity window. Kuhl (2010) identified, within the critical period babies develop

While learning a language, a child may become so time consumed to this subject that they will struggle in other subjects. They will become frustrated and not be able to

Researchers Kobayashi, Glover and Temple were interested in studying the linguistic effects on the developmental bases of Theory of Mind (ToM). Their main goal was to uncover both the language dependent and independent neural bases that are important for ToM development. To do this, hemodynamic responses were recorded with the fMRI while the bilingual (Japanese and English speaking) participants of two different age groups (early bilingual children and late bilingual adults) preformed various false belief tasks (FB) in both languages. Based on past studies, the researchers hypothesized that a decrease in ToM brain activity in the frontal regions of adult brains would be found relative to children, and there would be more dissociations