Understanding Language and Human Literacy

Question: Discuss about the Understanding Language and Human Literacy. Answer: Introduction: How human beings acquire and develop language is marked by a long controversy in the linguistic studies. Some linguists are convinced that capability of language is a consequence of inborn/natural knowledge. That is, different from other species human beings are endowed with a natural capability which is genetically inscribed. According to this school of thought, language is a result of nature, that is, genes. On the contrary, other linguists believe that the capability to learn a language is acquired through experience. That is, linguistic information is gathered from the externals such as the environment. Hence, language is a consequence of environmental influences or nurture[1]. At this point in history, there is no consensus to this debate. Therefore, the objective of this essay is to discuss the roles played by nature and nurture in children's language development. Phonological acquisition starts at birth and develops up to the age of 6 years. Its first stages, that is, at birth is characterized by bubbling up to the age of 1 year. At the age of slightly over a year, the first word is uttered. Consequently, a child will gradually acquire more than 50 words. During this age two critical things happen, a child learns to articulate, vowels, syllables, consonants, and words.[2] Simultaneously, a child learns to represent words, such that at the age of 6 years a child can easily combine words to communicate effectively. The phonological acquisition is thus, featured by the children's effort to simplify words till he/she learn them correctly. It is thus correct to say that language phonology is acquired over a number of years. In that, the first year is marked by babbling while the first words feature the second year. Subsequent years are marked by learning to pronounce numerous vocabularies, as syllables and sounds increase in complexity and in numb ers. Syntax acquisition refers to the ability to organize and structure the sentence components. A child acquires this ability at the age of 18 months. At this age, a child has the capacity to put single words together to form a two-word sentence[3]. This ability is enhanced by how much its primary caregivers socialize a child. Moreover, semantic is concerned with the use of right words within the right context so that the expression can make sense. During the phonological stage, children tend to overuse few vocabularies they possess to refer to numerous objects than it is reasonable. Some linguists hold that children utilize these words judging from similarities of sound, shape, and size. However, as a child interacts more with the language, he/she learns each object by its proper name. It is thus correct to postulate that development of semantic is from overextension usage of words and then narrowing down. Numerous theories have been developed to support the development of each component of the language like phonology, semantics, and syntax. However, the majority of these theories are founded upon nature versus nurture arguments, that is, nativist versus learning-theory approach. Noam Chomsky is the protagonist in the nativist approach theory. He believes that human being is born with language acquisition device. This device is innate, and its function is to construct "a theory of language of which the primary linguistic data are sampled."[4] As a consequence, this inborn language acquisition device permits children to be acquainted with the universal rules of grammar that create human language. Conversely, Lev Vygotsky believes that children who are exposed to diverse interactions possess enhanced language skills.[5] He is the protagonist of the socio-cultural theory which holds that social interactions, collaboration, and experience shared with others mold our learning. Hence, learni ng a language and learning to understand the fundamental concepts a language is based on the interactions or experiences one is exposed to. Even though the language is improved through interactions, it is achieved through a systematic process, which is categorized into given stages and each child achieve this stages differently. The process entails stages like Phonology stage, Syntax stage, Semantic stage, and Pragmatic stage. The four stages are critical to a child especially in understanding the concepts of a language or in achieving the skills necessary in mastering a language. The phonology stage starts at birth and involves the use of sounds in a language. Further, this stage entails gradual attainment of the capability to articulate structures and the sounds of speech. At its initials stages, this stage is marked by crying, laughing, cooing, and babbling. Children persist in using these sounds as they interact with the primary caregivers till they possess the ability to formulate words and sentences.[6] This ability to form word and sentences pave a way to the syntax stage. At this stage, a child learns rules of how to combine morphemes to form a sentence. As the child interacts more, he/she learns the complex syntactic rules. Eventually, the child can formulate statements, ask questions, and give out commands. Later, after much social interactions, a child learns the use of semantic components.[7] A fter semantic stage, a child has the ability to apply the pragmatic components. This includes achieving communication competence and the ability to speak clearly, distinctly and appropriately in diverse social situations. Interestingly, a child develops phonological, syntax, semantics, and pragmatic components simultaneously within a social context as opposed to nativist approach. In conclusion, it is clear from the discussion that as a child grows and develops; the language ability improves to the point that a child can connect the right words, within the right context to communicate properly and effectively by producing the intended expression. The aim of the objective of the essay has been to discuss the roles played by nature and nurture in children's language development. One can thus appreciate that though both nature and nurture have a role to play in language acquisition, nurture contribution is much significant. It is explicit from the discussion that, nurture enhances language acquisition. However, the essay offers deep insights on the role of both nature and nurture in language development. Bibliography Fromkin, Victoria, Robert Rodman, and Nina Hyams. An introduction to language. Cengage Learning, 2010. Hoff, Erika. Language development. Cengage Learning, 2013. Keating, Daniel P., ed. Nature and nurture in early child development. Cambridge University Press, 2010. Keenan, Thomas, Subhadra Evans, and Kevin Crowley. An introduction to child development. Sage, 2016. Leech, Geoffrey N. Principles of pragmatics. Routledge, 2016. Ochs, Elinor, and Bambi B. Schieffelin. "The theory of language socialization." The handbook of language socialization (2012): 1-21. Turnbull, Khara L. Pence, and Laura M. Justice. Language development from theory to practice. Pearson, 2016.