The Language Learning Of The Infants

Foreign language classes are often put off until high school due to the fact that this is when people believe students are most ready to learn another language. This belief is widely accepted despite the fact children are able to learn to speak like natives in foreign languages, whereas teenagers and adults usually are not able to learn how to do this. Speaking “like a native” entails being able to think in a foreign language without having to translate (Nadia 1). The ability to speak like a native in a foreign language can be easier to obtain when taught the foreign language during elementary school. Once a student passes the prime learning stages, learning a foreign language can be extremely difficult. Adults starting to learn a language have to work through an established first-language

Four year-olds can tell simple stories with an expressive vocabulary of 1,500 to 1,600 words (Owens, 2004). Toddlers at this age have increased mastery of consonants and can produce sentences that are four or five words long. Language transitions to a tool that is used to explore the interrogative “why?” which helps the toddler ask abstract questions and learn more about their environment. Five year-olds use more adult-like language, but aspects of their syntactic structure may be missing. Expressive vocabulary encompasses about 2,200 words by age five (Owens, 2004) and schemas for their vocabulary become more complex. Five year-olds still have difficulty with a few consonant sounds and with consonant blends, but most of the phonemes of the child’s language are fully developed. In early childhood through school-age, the child’s language development will plateau; however, the interaction with social development increases the child’s pragmatic skills, which feeds into more refined expressive and receptive language.

I must commend you on a very well put together analysis. It took me a while to get the hang of APA formatting which I still have not perfected, but I would refrain from referring to a reference as “the article” when paraphrasing; I would refer to the author or sources, not the type of source.

Language is a code made up of rules that include what words mean, how to make words, how to put them together, and what word combinations are best in what situations. Speech is the oral form of language. The purpose of this study is to find out the developmental stages the child goes through in the acquisition of language from birth to 5 years.

Learning any language can always be tricky depending on how you’re taught. Sofia created a video showing that learning a language at a young age is an effective way to become fluent. Sofia started the video by introducing us to her family and expressing to us that she comes from a cultural family who's primary language is Spanish. She also showed us how she and her brothers learned English in various ways that fit each of their needs. As the video came to a close she showed the effectiveness of these specific learning habits they were introduced to, which lead to there fluency in the English language.

I would watch Dora the Explorer episodes and try to learn as many words and numbers as I could, but I never got a substantial education on a second language. Now that I am a highschooler I aspire to be able to speak in the languages of others around the world. From personal experience of taking multiple Spanish classes, I know it can be difficult to learn a new language later in life and wish I had started to learn it earlier as a child. The younger a learner is when they begin to be taught a new language, the easier it is for them to understand and remember. This is simply because the younger a child is, the better they are at mimicking new sounds and pronunciation, making it easier to learn new words. (Catherine Ford. ‘Children should start learning languages at three,’ The Telegraph. 10 October

They begin to learn languages by how things sound and by hearing their parents speaking to them, sound is very important to little children because that is how they begin learning the languages that their parents now how to speak. The monolingual baby learns there native language much better than a bilingual baby because of how they distinguish the sounds and because the monolingual is only learning one language the have to 10,000 words already learned by grade school. On the other hand the bilingual baby learn there language a lot slower because they are trying to learn two languages which is more than monolingual babies learn. The babies learn their language at a faster pace than an adult because of how they understand what a word means

Yesterday, I went to the mall and I have observed few babies in the children center, and I saw the babies mostly talked out the right side more than the left side. Before I went to the mall, I predicted babies will move the mouth of right side more than the left side because I think it like handedness that most people is right handed because the right side always make people feel comfortable when do something. However, that is just my opinion because in the textbook third paragraph on page 138, it says, "The infant's brain has a generalized set of tools that it employs across all of the subdomains of cognitive development. These tools allow infants to extract general principles from all kinds of specific experiences, including language" this is means when babies talking, the left or right mouth side move is depend on the brain function. In addition, I also researched more information about talking babies, and I found when the emotion and language are connected to the brain function.

After working in the child care field for 25 years, I feel that I have learned the basics. However, I am always open to learn a new idea or a new approach to something. After taking this class there have been a few ideas that I have learned and things that I have to keep in mind while working with children. Some of the ideas I want to try to implement in the center I work in or things that I need to keep in mind every day is the letter link idea, how important language development is, and how significant the little things are.

Infancy: At this stage, infants have no language and thinking. Babble is increasingly being understood as an essential precursor to speech. They explore the surrounding environment by feeling and action, and form the concept of object permanence gradually. They have sharp sense of hearing, are good at imitating. Infants could distinguish the change in tone, tone and tone. A nine-month infants can understand some nouns, such as "mom", "ball", "dog" and so on. In general, a twelve-month infant can say at least 50 words.

I would like to learn more about language development in infants. As an educator I would like to know how to enhance the infant language development in the earlier years. I would like to become more knowledgeable in the language content area to increase infants receptive and expressive language.

According to the three articles, “ Are children really better at foreign language learning”(2013), Ann Merritt indicates that adults may have better skill of learning language. In addition,In“Why is Easier for a child to Learn a New Language Than an Adult (2016),Sharon Perkins use the four reasons to show that children may not learning language effortlessly, they also need to practice regularly in order to truly master the language. Furthermore,in the third article“Learning a Second Language Is Easier for Children,But Why?(2014),the author Suzanne Robyn describes that children learning language may be easier that adults.According to those three articles, authors have different examples to support their idea about the leaning language skill

Through interactions with their caregivers, infants start understanding and producing words. During the first 2 years, there are variations both with quantity (the number of words produced or understood) and the time it takes for children to reach milestones. The 2008 study by Hurtado, Marchman, & Fernald raises three key points about how the quantity and quality of language input impact language development in young children, first related to vocabulary size, the second related to processing efficiency, and finally related efficiency in comprehension.

At 18 months, the virtual child had over 50 words at her command that she was able to use to make two-word sentences such as “Mama up” and “Doggie outside.” In their effort to further encourage the child’s development of her language skills, the parents applied B.F. Skinner’s operant conditioning theory (Berk, 2012). They would respond, using slightly longer sentences such as “Yes, the doggie is outside” before introducing descriptive and useful new words. The parents would encourage imitation and respond with positive reinforcement, which would further enthuse the child to develop her language skills (Berk, 2012). When the child was 2 years old, the parents would converse with the child at any given opportunity and would read books of her choice which further influenced her language development. Research has found that when mothers are more responsive during the first few years of a child’s life enable their children to achieve language development milestones at an earlier stage than children whose mothers were less responsive (Leigh, Nathans & Nievar, 2011). The mother had a more influential role in the virtual child’s language development as she would allow the child to explore the surrounding environment through daily walks and teach the child new words as they did. It was due to parental involvement and an encouraging, safe environment, the virtual child developed her language skills not only due to influence but to a desire to learn new

The acquisition of child language has become a heated debate in which many discuss how and when a child is able to learn both their first and even their second language. The critical period hypothesis is a theory which claims that after a certain age children will no longer be able to achieve a native level of fluency in any given language. This essay aims to dissect the evidence which supports and contradicts this, and will draw upon studies and experiments conducted on both human children and even more broadly in a number of different species. As children approach the age of 17/18 months their ability to learn language is accelerated and they enter the ‘vocabulary spurt’ (lasting several months) during which they can acquire on average 10 new ‘naming’ words a day (Beverly A. Goldeld and J. Steven Reznick, 1990, Early lexical acquisition: rate, content, and the vocabulary spurt, Journal of Child Language). This phenomena appears to be limited to children of this age, however could this occur in older children or adolescents, who have experienced a lack of exposure to language or, who are attempting to learn a second language? Is this speed of acquisition solely restricted to those in this particular (‘sensitive’) stage of their lives?