Theories of Child Language Acquisition

Question 1

Behaviourist Theory

Answer 1

B.F. Skinner

• suggests that children are blank slates who learn from positive reinforcement
• Based on observable behaviour like child imitation and adult modelling
• However, children can produce utterances that they wouldn’t hear from adults and can generalised rules and apply them to new contexts

Question 2

Nativism/Innatist Theory

Answer 2

N. Chomsky

• Suggests that the ability to acquire language is innate as the brain contains a Language Acquisition Device which indicates brain is ‘hard-wired’ to acquire language, as long as there is enough exposure to it.
• Based on the fact children can use rules to create their own utterances
• However, never did any practical experiments

Question 3

Interactionist Theory

Answer 3

J. Bruner

builds upon nativism.
• Assisted by the carefully-constructed input given by care-givers (‘parentease’)

Evidence:
• Simplified sentences
• Repetition and slower speech
• Diminutive words (e.g. blanky, doggie)
• Rising intonation – looking for feedback

Problems:
• Children produce language that is not merely repeated from interaction with care-givers.
• Despite parentese, children cannot acquire language at a rate beyond their OWN pace.

Question 4

Cognitive Theory

Answer 4

J. Piaget

• Suggests CLA is part of a child’s wider development and comes with understanding
• Proposed that A child cannot linguistically articulate concepts they do not understand
• ## However some children with learning difficulties can use language beyond their understanding

Question 5

Zone of Proximal Development

Answer 5

L. Vygotsky

• Adults and ‘more knowledgeable’ children play an important role in a child’s
  language development.
• learner can do something with guidance.
• Supports the idea of nativism, interactionism and the importance of cognitive development but builds upon the idea of caregiver speech
• Suggests that a caregiver acts as a more knowledgeable other who guides the child to the next stage of the development

Evidence:
• Children can ‘correct’ their utterances with adult guidance
• Adult input prompts development
• Children repeat older siblings.