The Importance Of The First Language Acquisition

Between six and twelve months baby will start to enjoy making new and different sounds and will display their feelings in crying/laughing/squealing.

It is important to gain information regarding a child’s exposure to languages during the initial meeting with parents or carers as soon as the child starts nursery. It is vital to gain as much information possible regarding their culture, background and family. Interact with the child, and see in which language they respond. If the child has older siblings, ask them in which language their sibling communicates to them.

Deborah Fallows, the author, strives to show her readers that, while everyone does learn to talk, not conversing enough with children could negatively affect the way they learn language. She cites multiple sources, tells of her credentials, appeals to emotion, and ultimately creates an effective argument supporting her

The communication with your child starts way before the youngster can speak. From their cry, smile, and the responses they give you to help you understand his or her needs. Language developments have different stages that children pass through to assist them in the development of speech and languages. There are a plethora of factors which can inhabitants’ a child language development. However, these are amongst the top causes for language development such as a child’s inborn ability to learn language and the language the child hears.

Many second language acquisition theories have been developed over the years. These theories examine the avenues in which second language is acquired and the avenues in which they are learned. The avenue of socialization is crucial in learning a second language. When natural conversations occur with native and non-native speakers, a natural

Children acquire language since they were born. They communicate with their parents. Furthermore, children and parents interact with each other using a language that we often call the first language or mother tongue. At an early age, children are only learning one language that is the mother tongue. By age and speech development, children improve to acquire a second language from the school or the environment around them. In terms of speed of langgauge acquisition, children are factorized by both the child and the child’s learning environment. Therefore, it is important to understand how children acquire second language. This paper is provided

There may be a recognised syndrome or disorder that causes language difficulty for the child and is not able to communicate with others. The child may have a lack of stimulation and support to provide the rich language experience necessary to develop speech, language and communication skills. For example at school, the setting may not have an enabling environment to stimulate the child’s different interests necessary for acquiring language. The books, music, songs and so on may not stimulate and interest the child.

There are many different variations of language, language that is seen, such as sign language, body language and written language, then there is the language that is heard, such as people speaking. There are over 7,000 spoken languages in the world alone without taking into consideration nonverbal languages. For adults and children alike, this can be overwhelming because in each language there are different behaviour patterns, different registers, different age groups and what is acceptable in one language may not be considered acceptable in another such as how close is too close to stand to someone else. For children who come from families whose first language is not English, this is even more difficult when trying to live somewhere that doesn’t predominately speak their first language, which is just one of the many differences people have to be aware of when considering diversity. This essay will examine the different environmental and circumstantial factors that may influence the development of children and the role that language can play in their lives as they grow, such as what and who children are exposed to, positive and negative influences such as adults and other children and the lifelong impact these surroundings have on the child.

As a child develops along their journey to acquire language, they go through several steps, of which all are crucial to the successful mastering of their native tongue. There is debate over whether the period of acquisition known as babbling is the first or second stage – Berk (1991) mentions that they class babbling as the first stage, but note that there is a previous stage before that, known as the ‘cooing’ stage; following this, this essay will refer to babbling as the second stage of language acquisition. To introduce a general overview of this particular stage, Berk (1991) explains that cooing usually develops into babbling at around 6

Therefore, from the behaviourist approach, language acquisition can be seen as a stimulus-response process. Children learn language by immitation and analogy. The roles of imitation, repetition, reinforcement, and motivation are essential in learning the language. The First Language Acquisition is thus the result of nature which based on practicing.

In America, English exists as the standard language. For that reason, it is understood that children will learn this as their primary language. However, according to the “National Institute on Deafness and Other Communication Disorders” website, “about two to three children per 1,000 are born deaf or hard of hearing”(Quick Statistics [NIDCD Health Information]) . Moreover, an article by Karen Kalivoda points out that “depending on the age of onset and the severity of the hearing loss, an individual's spoken language development may be radically affected”. Babies learn to speak by parroting the sounds around them; however, a deaf child does not hear these noises and, therefore, the child does not “develop their language” skills

They consider a child’s daily routine and activities highly influence an important role in their language development. Their theories focus on exploring how children socially interact within environments. They explain how children start to explore how language and communication works by inevitably adapting themselves to environments (Orfano F, 2015). This process confirms children are socially persuaded to be pragmatic. Depending on the context of the situation children listen to sounds and look at symbols movements and expressions from things around them. It acknowledges the importance of the environment in that it purports that children learn language as a result of communicative needs, in social contexts, and with social support. This evidence persuades them to deem nurture as the dominant

Language is one of the valuable gifts which have been passed to children. The first language is significant and builds the basis for all later language progresses. Parents, family members and early childhood professionals have very important role on the development and maintenance of the first language. Studies shows that knowing one language can assist the child to comprehend how other languages work. First or home language is

Acquiring the first language is much easier than acquiring any second language as it comes “naturally” after birth. The child passes through different stages before acquiring the language till he masters it. Children follow a predictive language development through their language acquisition but it can vary from a child to another according to the external surroundings especially in the early stages.

The first area of difference between first (L1) and second (L2) language learning is input – specifically the quality and quantity of input. It is the idea of the "connectionist model that implies... (that the) language learning process depends on the input frequency and regularity" (5).. It is here where one finds the greatest difference between L1 and L2 acquisition. The quantity of exposure to a target language a child gets is immense compared to the amount an adult receives. A child hears the language all day everyday, whereas an adult learner may only hear the target language in the classroom – which could be as little as three hours a week. Even if one looks at an adult in a total submersion situation the quantity is still less because the amount of one on one interaction that a child gets for example with a parent or other caregiver is still much greater then the adult is receiving.