Children acquire language through a predictable sequence from babbling to complex sentences. Compare nativist (Chomsky), interactionist (Bruner) and cognitive (Piaget) theories, with practical strategies for supporting language development from birth to age 7.
"Language is not a genetic gift, it is a social gift. Learning a new language is becoming a member of the club, the community of speakers of that language." Frank Smith (Inspirational Quotes for Language Learners, 2019)
When I reminisce on being an expectant first-time mum, I remember looking forward to reading stories to my baby every day whilst still the womb as I wanted to bond with him and for him to recognise my voice. I had also read articles which informed me that reading to my baby in the womb would promote brain activity, early language acquisition and language development. I also pondered at that time as to what effect it would have on my son if I spoke to him at intervals throughout the day. Would it promote language acquisition of his mother tongue as this is what he would be listening to in utero?
What does the research say? Hart and Risley's (1995) longitudinal study found children from professional families hear 30 million more words by age 3. Hoff (2003) showed quality of language input (not just quantity) explains 22% of variance in vocabulary growth. The EEF reports oral language interventions add +6 months of academic progress. Kuhl (2004) demonstrated the "social gating" hypothesis: infants learn phonetic distinctions through social interaction, not recorded speech.
With this being said, it is interesting to note that May, Byers-Heinlein, Gervain and Werker (2011), tested how prenatal language experience might shape the brain's response to language in newborn infants. The authors interpreted the results from their study as evidence that the prenatal experience with the native language gained in utero influences how the newborn brain responds to language across brain regions sensitive to speech processing.
As an educator and parent, it is worth mentioning that May's et al (2011), results indicated that even prior to birth, the human brain is tuning to the language environment. Taking that into consideration, it provides some response to my question in the first paragraph. This then leads us to interrogate what language acquisition is, where the ability to use language is innate. Children communicate first by using different languages, such as body language, sign language and oral language. Research has shown that children are active listeners starting in the womb (Al-Harbi, 2019:70).
Consequently, voices, music and environmental stimuli all present as language stimuli for the baby whilst in the womb as they are receptive to all these sounds. Once they are born, they become active listeners and participants in the world of language by exploring and investigating through play.
This then leads us to the question of what language acquisition is. It is glaringly obvious that children can pick up a language just as they would by playing a game with other children to extend their language abilities. What also has to be taken into account are specific environmental factors that make it possible for language acquisition to occur, but the primary element would appear to be merely sufficient exposure to language use in a social context(Hutauruk,2015:51). Therefore, it should be pointed out that the quote byFrank Smith (Inspirational Quotes for Language Learners,2019), is aligned with the latter as language is a social gift. Langacker (1973:12-13 in Hutauruk, 2015:51), further confirms that the child learns a language by exposure to it in society.
Even though animals communicate, but they do not do it with 'language' as language is a uniquely human phenomenon. In 1970, a 13-year-old girl called Genie was rescued by social services in California where she had been kept locked in a room by her abusive father and neglected from an early age. Genie lacked lacked basic literacy skills and could only recognise her own name and the word 'sorry' at the time of being resc ued. However, she had a strong motivation to communicate and could communicate nonverbally [e.g. Through hand gestures] (Language Acquisition, 2023).
Needless to say, this case fascinated psychologists and linguists, who took Genie's language deprivation as an opportunity to study child language acquisition. The lack of language in her home environment led to the age-old nature vs. Nurture debate. Do we acquire language because it is innate, or does it develop because of our environment? (Language Acquisition. 2023). Genie's case revealed that when a child is isolated from exposure to their first language until after puberty would result in extreme deficits in language structure resulting from this deprivation (Hutauruk, 2015:52).
It should be noted that language acquisition at age 1-3 years old occurs naturally, which leads us to then question whether language is inherent or is impacted by the environment. In view of this, to what extent is language hardwired into human brain (nature), and to what degree is it learned through interaction with the environment (nurture)? (Gleason 1998:376 in Hutauruk, 2015:53).
There is a critical or sensitive period that is deemed necessary for development. This is defined as a maturational time period during which some crucial experience will have its peak effect on development or learning, resulting in normal behaviour adapted to the particular environment to which the organism has
been exposed (Lenneberg, 1967 in Hutauruk, 2015:53). This critical period hypothesis suggests that there is a window of opportunity during which language acquisition occurs most effectively, typically considered to be from birth until puberty.The implications of this critical period are profound for educators and parents alike. Children who are exposed to rich language environments during these crucial early years develop more sophisticated vocabulary, better grammatical understanding, and stronger communication skills. This is why early childhood educators emphasise the importance of creating language-rich classrooms where children are constantly exposed to varied vocabulary, storytelling, and meaningful conversations.
Several prominent theories attempt to explain how children acquire language so effortlessly. The behaviourist theory, proposed by B.F. Skinner, suggests that language is learned through imitation, practice, and reinforcement. However, this theory has been largely criticised for its inability to explain how children produce novel sentences they have never heard before.
Noam Chomsky's nativist theory transformed our understanding by proposing that humans are born with an innate Language Acquisition Device (LAD). This biological mechanism enables children to understand the universal principles of grammar and apply them to their native language. Chomsky argued that the poverty of stimulus - the idea that children learn language despite limited and often imperfect input - supports the existence of this innate capacity.
The social interactionist theory, championed by Vygotskyand Bruner, emphasises the role of social interaction in language development. This theory suggests that language acquisition occurs through meaningful interactions with more knowledgeable others, particularly within what Vygotsky termed the Zone of Proximal Development. For educators, this highlights the importance of scaffolding language learning experiences and providing appropriate support as children develop their communication skills.
Understanding the principles of language acquisition has significant implications for classroom practice. Teachers working with young children should create environments that mirror the natural conditions that facilitate language development. This includes providing rich linguistic input, encouraging meaningful interactions, and recognising that errors are a natural part of the learning process.
For children who may have experienced limited language exposure or those learning English as an additional language, educators must be particularly mindful of creating supportive environments. These children may require additional time and targeted interventions to develop their language skills fully. The key is to provide consistent, meaningful exposure to language whilst building on the child's existing knowledge and experiences.
Moreover, the research emphasises the importance of multi-modal communication in early childhood. Children naturally use gestures, facial expressions, and body language alongside verbal communication. Effective early childhood education programmes should acknowledge and build upon these various forms of expression, creating opportunities for children to communicate in ways that feel natural and meaningful to them.
The journey of language acquisition in early childhood is remarkable in its complexity and universal nature. From the prenatal period where babies begin to tune into their mother's voice, through the critical early years where rapid vocabulary expansion occurs, children demonstrate an extraordinary capacity for learning language. The research clearly indicates that whilst humans may be biologically predisposed to acquire language, the environment plays a crucial role in shaping this development.
For educators and parents, this understanding reinforces the vital importance of creating rich, supportive language environments from the earliest possible age. Whether through reading stories, engaging in conversations, or simply providing commentary on daily activities, adults play a pivotal role in facilitating children's language development. The case of Genie serves as a sobering reminder of what can be lost when children are deprived of these essential experiences during the critical period.
As Frank Smith's quote suggests, learning language is indeed about joining a community. It is our responsibility as educators to ensure that every child has the opportunity to become a full member of this linguistic community, equipped with the communication skills they need to express themselves, connect with others, and engage meaningfully with the world around them.
For educators interested in exploring the research behind language acquisition in early childhood, the following studies provide valuable insights:
"Language is not a genetic gift, it is a social gift. Learning a new language is becoming a member of the club, the community of speakers of that language." Frank Smith (Inspirational Quotes for Language Learners, 2019)
When I reminisce on being an expectant first-time mum, I remember looking forward to reading stories to my baby every day whilst still the womb as I wanted to bond with him and for him to recognise my voice. I had also read articles which informed me that reading to my baby in the womb would promote brain activity, early language acquisition and language development. I also pondered at that time as to what effect it would have on my son if I spoke to him at intervals throughout the day. Would it promote language acquisition of his mother tongue as this is what he would be listening to in utero?
What does the research say? Hart and Risley's (1995) longitudinal study found children from professional families hear 30 million more words by age 3. Hoff (2003) showed quality of language input (not just quantity) explains 22% of variance in vocabulary growth. The EEF reports oral language interventions add +6 months of academic progress. Kuhl (2004) demonstrated the "social gating" hypothesis: infants learn phonetic distinctions through social interaction, not recorded speech.
With this being said, it is interesting to note that May, Byers-Heinlein, Gervain and Werker (2011), tested how prenatal language experience might shape the brain's response to language in newborn infants. The authors interpreted the results from their study as evidence that the prenatal experience with the native language gained in utero influences how the newborn brain responds to language across brain regions sensitive to speech processing.
As an educator and parent, it is worth mentioning that May's et al (2011), results indicated that even prior to birth, the human brain is tuning to the language environment. Taking that into consideration, it provides some response to my question in the first paragraph. This then leads us to interrogate what language acquisition is, where the ability to use language is innate. Children communicate first by using different languages, such as body language, sign language and oral language. Research has shown that children are active listeners starting in the womb (Al-Harbi, 2019:70).
Consequently, voices, music and environmental stimuli all present as language stimuli for the baby whilst in the womb as they are receptive to all these sounds. Once they are born, they become active listeners and participants in the world of language by exploring and investigating through play.
This then leads us to the question of what language acquisition is. It is glaringly obvious that children can pick up a language just as they would by playing a game with other children to extend their language abilities. What also has to be taken into account are specific environmental factors that make it possible for language acquisition to occur, but the primary element would appear to be merely sufficient exposure to language use in a social context(Hutauruk,2015:51). Therefore, it should be pointed out that the quote byFrank Smith (Inspirational Quotes for Language Learners,2019), is aligned with the latter as language is a social gift. Langacker (1973:12-13 in Hutauruk, 2015:51), further confirms that the child learns a language by exposure to it in society.
Even though animals communicate, but they do not do it with 'language' as language is a uniquely human phenomenon. In 1970, a 13-year-old girl called Genie was rescued by social services in California where she had been kept locked in a room by her abusive father and neglected from an early age. Genie lacked lacked basic literacy skills and could only recognise her own name and the word 'sorry' at the time of being resc ued. However, she had a strong motivation to communicate and could communicate nonverbally [e.g. Through hand gestures] (Language Acquisition, 2023).
Needless to say, this case fascinated psychologists and linguists, who took Genie's language deprivation as an opportunity to study child language acquisition. The lack of language in her home environment led to the age-old nature vs. Nurture debate. Do we acquire language because it is innate, or does it develop because of our environment? (Language Acquisition. 2023). Genie's case revealed that when a child is isolated from exposure to their first language until after puberty would result in extreme deficits in language structure resulting from this deprivation (Hutauruk, 2015:52).
It should be noted that language acquisition at age 1-3 years old occurs naturally, which leads us to then question whether language is inherent or is impacted by the environment. In view of this, to what extent is language hardwired into human brain (nature), and to what degree is it learned through interaction with the environment (nurture)? (Gleason 1998:376 in Hutauruk, 2015:53).
There is a critical or sensitive period that is deemed necessary for development. This is defined as a maturational time period during which some crucial experience will have its peak effect on development or learning, resulting in normal behaviour adapted to the particular environment to which the organism has
been exposed (Lenneberg, 1967 in Hutauruk, 2015:53). This critical period hypothesis suggests that there is a window of opportunity during which language acquisition occurs most effectively, typically considered to be from birth until puberty.The implications of this critical period are profound for educators and parents alike. Children who are exposed to rich language environments during these crucial early years develop more sophisticated vocabulary, better grammatical understanding, and stronger communication skills. This is why early childhood educators emphasise the importance of creating language-rich classrooms where children are constantly exposed to varied vocabulary, storytelling, and meaningful conversations.
Several prominent theories attempt to explain how children acquire language so effortlessly. The behaviourist theory, proposed by B.F. Skinner, suggests that language is learned through imitation, practice, and reinforcement. However, this theory has been largely criticised for its inability to explain how children produce novel sentences they have never heard before.
Noam Chomsky's nativist theory transformed our understanding by proposing that humans are born with an innate Language Acquisition Device (LAD). This biological mechanism enables children to understand the universal principles of grammar and apply them to their native language. Chomsky argued that the poverty of stimulus - the idea that children learn language despite limited and often imperfect input - supports the existence of this innate capacity.
The social interactionist theory, championed by Vygotskyand Bruner, emphasises the role of social interaction in language development. This theory suggests that language acquisition occurs through meaningful interactions with more knowledgeable others, particularly within what Vygotsky termed the Zone of Proximal Development. For educators, this highlights the importance of scaffolding language learning experiences and providing appropriate support as children develop their communication skills.
Understanding the principles of language acquisition has significant implications for classroom practice. Teachers working with young children should create environments that mirror the natural conditions that facilitate language development. This includes providing rich linguistic input, encouraging meaningful interactions, and recognising that errors are a natural part of the learning process.
For children who may have experienced limited language exposure or those learning English as an additional language, educators must be particularly mindful of creating supportive environments. These children may require additional time and targeted interventions to develop their language skills fully. The key is to provide consistent, meaningful exposure to language whilst building on the child's existing knowledge and experiences.
Moreover, the research emphasises the importance of multi-modal communication in early childhood. Children naturally use gestures, facial expressions, and body language alongside verbal communication. Effective early childhood education programmes should acknowledge and build upon these various forms of expression, creating opportunities for children to communicate in ways that feel natural and meaningful to them.
The journey of language acquisition in early childhood is remarkable in its complexity and universal nature. From the prenatal period where babies begin to tune into their mother's voice, through the critical early years where rapid vocabulary expansion occurs, children demonstrate an extraordinary capacity for learning language. The research clearly indicates that whilst humans may be biologically predisposed to acquire language, the environment plays a crucial role in shaping this development.
For educators and parents, this understanding reinforces the vital importance of creating rich, supportive language environments from the earliest possible age. Whether through reading stories, engaging in conversations, or simply providing commentary on daily activities, adults play a pivotal role in facilitating children's language development. The case of Genie serves as a sobering reminder of what can be lost when children are deprived of these essential experiences during the critical period.
As Frank Smith's quote suggests, learning language is indeed about joining a community. It is our responsibility as educators to ensure that every child has the opportunity to become a full member of this linguistic community, equipped with the communication skills they need to express themselves, connect with others, and engage meaningfully with the world around them.
For educators interested in exploring the research behind language acquisition in early childhood, the following studies provide valuable insights:
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