Language
Acquisition and Symbol Weaving—Conflicting or Complementing Views?
Scientists have developed a number of
different theories about how (and for what purpose) children learn to speak.
Two seemingly contrasting proposals emerge from these theories:
1)
When it comes to language, infants teach themselves, and they do this primarily
so they can make sense of the world around them. From this point of view,
language acquisition is primarily a cognitive task.
2) Infants learn language as a creative, emotional, and interactive endeavor
through social interaction with peers, and primarily for the purpose of social
interaction.
focus and reflect on the following questions:
- In which ways do
child development theorists explain the process of language acquisition? - In what ways do
these theories differ from each other? - What is the
difference between defining language learning as “language
acquisition” and defining it as “symbol using and symbol
weaving”? - What does each of
these theories imply about the role of the young child in the acquisition
of language?
Next response to the following scenario:
One
of your friends is expecting her first child. She is part of a small group of
first-time parents who are eager to learn all they can about child development.
Knowing that you are currently enrolled in a child development course, your
friend asks you to provide the group with information about language
development.
Considering
all that you read this week about children and language development:
- Which theory or combination
of theories would you use for your presentation, and why? - Which position or
combination of positions about the goals of language learning and use
would you incorporate, and why?
Be
sure APA and to support your response with specific references to and/or examples from
the readings.
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