The Acquisition, Development And Use Of Language

In the present world, there are around 6000 languages grouped under various language families spoken in 200 states (Grimes, 1992). The people across the world speak different languages such as Arabic, Bengali, English, French, Hindi, Malay, Mandarin, Portuguese, Russian and Spanish which act as important link languages to communicate with each other. The existence of all these languages, side by side, resulted in multilingualism because they have been spoken as second, third, fourth or later acquired by their speakers. Knowing two or more than two languages became the need for communication among speech communities as well as individuals. Therefore, “Multilingualism” can be defined as an occurrence regarding an individual speaker

Language is used to communicate and convey meaning from one person to another. It is an arbitrary system of sounds and symbols in which it is contextualised and is used to express cultural identity and social relationships. Language can be seen by the way individuals communicate through gestures and facial and body expressions. Language can be heard through voice and attitude (Gee & Hayes, 2011). Language is diverse in the sense that different languages have different words for the same concept. However language allows communication of values and beliefs. Kilickaya (2009) highlights that, ‘English is the best option for people from different backgrounds’. Within Standard English different registers are used to assist communication,

Language has different meanings and is used to describe something physically presented in the world. It is distinguished among terms such as oral language, written language, and language itself. Oral language is the primary form of language and written language comes second. An individual’s social class can influence the way language is written and spoken. Language is ideological, where an individual’s view of the world can be changed. Multi-literacies can influence the way texts are viewed and the child's access to it can shape their journey with language. Educators guidance on their students can affect the child's skills and learning of language. Language has its many purposes and forms in which are influenced by culture and religions.

Language is a universal mode of communication among humans that separates them from other beings. Indeed, language can be verbalized or comprise of non-verbal cues. In addition, development of language of a sign of growth and development in individuals and experts in a language are usually considered as proficient and effective communicators because the meanings of their language are concise and thus received as intended. Environments such as institutions of higher learning are a good place to observe the use of language because they epitomize social learning environments where people from different cultures interact linguistically.

The biological maturation theory of language presupposes that the origin of a language problem is because certain regions of the brain are impaired at processing information for the use of language. This is based upon the belief that these macrostructures and microstructures of the brain are influenced by the genetic code and the environmental factors. If one of these influences is limiting the brain’s functioning during specific windows of opportunity, then these areas of the brain intended for language may not develop functionally. While the interaction of these factors (i.e., genes and the environment) can strengthen the brain processes, it can also limit these fundamental processes that are being developed according to the timing outline. Therefore, the child is presenting with a language problem due to the fact that specific regions, as well as more general cognitive areas, of the brain are not processing information needed for the acquisition of language.

This essay will discuss the development of children 's language, and the different rates that children learn the language and the methods that they use to do this, this also takes into account those children who have SEN, learning difficulties or children who have been diagnosed with a language delay. The definition of language delay is; if he or she is not meeting the language developmental milestones for his or her age. (www.healthline.com/health/language-delay)

Originally we think of language as an object, one made of words, sentences and grammar, sounds, symbols and gestures that a society or community creates to communicate with one another. However, reflecting on the above statement, language has deeper meaning and can show identity, expression and cultural backgrounds within a person. It’s an expression of who we are as people, communities and nations. Though there are multiple things that impact the way in which we view, learn and express language as adults and children. These include the use of language in the social context it is being used from speaking with different people from professionals to friends, the different types of English used from Australian English to Aboriginal English,

It is my pleasure to announce that I have gained quite many theories and knowledge about children’s language acquisition and language development process to analyze the condition of Tom and provide some personal suggestions for his parents. The following statements are my analysis considering to the language theories proposed by researchers and a repercussion for my personal experience.

The great debate in theories of child language acquisition involves the initial stage of language learning. This is also called the nature versus nurture debate, where some theorists argue that children naturally acquire linguistic skills from simple exposure to language. Others claim that it requires more deliberate teaching and education; it is not a merely natural phenomenon. In addition to the main stages of language acquisition, I hope to offer summaries of the key debates in the scholarly field and also some interesting elaborations on the main points of this essay. The stages of child language acquisition are three, but before we look in depth at the stages of language acquisition, consider the key movements in the field of study.

Language is the main means in which we are able to express our needs, thoughts, feelings, beliefs and desires through words, gestures, and symbols; it allows us to communicate, connect and create relationships with others. It is also a vehicle for asserting our culture. Culture is made up of the characteristics of particular groups of people and can be expressed through religion, social habits, food, arts, and language. Our cultural heritage influences all aspects of our lives and shapes how we use language to interact with and interpret the world around us. It is through this critical lens that the interdependence of culture and language becomes clear: culture is expressed through language and language is influenced by culture. Taking this knowledge into account, it is obvious that the successful learning a new language must include a growing familiarity with its culture to provide a holistic and valuable understanding. Although it is not necessary to comprehend a culture to employ the mechanics of a language and speak it, meaningful communication in the language is limited in many ways by cultural knowledge and understanding.

As my almost two-year-old embarks upon her first meaningful conversations with us, I am reminded how important language and words are to each of us. Harper has only recently begun to proudly announce her name as she enters a room, counting to four, and identifying shapes in board books. Anything that is green is a frog, and anything that is furry is, of course, a dog. Her enthusiasm and delightful squeals when she has discovered a new word are mesmeric. Her brow furls as she processes and realizes that she, in fact, understands a new concept that did not exist in her world until 0.25 seconds prior. An explosive acquisition of language is allowing her to embrace the world in ways that had previously been inaccessible to her.

Language has evolved over thousands of years from the beginning of mankind. Basic language evolved through the need to communicate with each other, yet language is more than communication; it is the primary method by which we do things together. It is language which separates us from all other species. Language can be cognitive; a thought process or a set of guidelines; it can be material; physical language such as newspapers, or audio books; and it can be social. (Gee & Hayes, 2011).

Language plays an important role in society; ‘it provides an important tool for conveying social identities and contributes to the relationship building process’ (East, 2008). It defines us by ethnic appearance, age, gender and classifies societal status (East, 2008). Yet the one language that has spread globally to more than 62 nations, reaching 2 billion people and is

Language is crucial in an elementary classroom. Language is used in every aspect of the teaching realm whether it is speaking, reading, or writing. There is some sort of communication present at all times. Immediately upon thinking of language within an elementary classroom the first thought is generally the subject of language arts. Within this domain students learn how to read, write, and speak. In reality, there is not a single subject in elementary school in which a student is not using language in some way. Because of this we, as teachers, need to be precise and predetermine what it is we teach and how we teach it. Many instructors lean towards

Through the linguistic lenses, Stephen Kristen created an article based on second language acquisition theories on how humans develop an additional language and/or languages. Several hypotheses that exist on this topic, but one of them is relevant to how a second language is acquired. The Acquisition-Learning Hypothesis broadly emphasises two different languages can be acquired: 1) acquire the language, 2) learn the language (Krashen, p. 1). This article states that language acquisition “…subconsciously. While it is happening, we are not aware that it is happening. We think we are having a conversation, reading a book, watching a movie. Of course, we are, but at the same time, we might be acquiring language.” (Krashen, p. 1).