an introduction to spoken language acquisition

Question 1

the need for stimulation:

Answer 1

• when a baby is content and engaged, they might be relatively quiet.
• but as soon as they tire of the same old stimulation, boredom sets in.
• this can trigger early vocalizations like coos, gurgles, fussy cries.

Question 2

what do the early vocalizations mean to babies?

Answer 2

these sounds are a baby’s way of saying, “hey, pay attention to me! I’m ready for something new!”

Question 3

building a repertoire:

Answer 3

• eventually, these early vocalizations become more varied as babies experiment with making different sounds.
• this “babbling” stage is crucial for developing their phonological awareness. It’s like a practice session for future speech.

Question 4

turning cries into conversations:

Answer 4

• as caregivers respond to a baby’s cries and coos, babies learn that their vocalizations get results.
• a happy gurgle might elicit a smile, while a fussy cry might bring a diaper change. this back-and-forth interaction lays the foundation for turn-taking, a key element of conversation.

Question 5

from non-verbal to verbal:

Answer 5

• while cries and coos are the first communication tools, babies quickly graduate to more complex sounds.
• around 6 months, they might start experimenting with CVC words like “ba-ba” or “da-da.”
• these early attempts are not actual words yet, but they mark a significant step towards spoken language.

Question 6

what is the critical period hypothesis?

Answer 6

there is significant research that suggests it is essential that language acquired during childhood otherwise it will never be achieved.

Question 7

what are the 4 key approaches used to explain how children acquire language?

Answer 7

1. the behaviorist approach
2. the nativist approach
3. the cognitive approach
4. the interactional approach

Question 8

what did David Crystal identify in 1971?

Answer 8

• he identified the different stages of spoken language development in neurotypical, able-bodied children.
• some, but not all neurodiverse and less-abled children will develop language differently.
• he called this the universal language acquisition model.