Theories of First Language Acquisition Behavioristic Approaches: Bloomfield, Fries, Pavlov, Skinner Nativist Approach: Chomsky, Berko Functional Approaches: Piaget, Vygotsky, Bloom

Behavioristic Approaches: Bloomfield, Fries, Pavlov, Skinner Focus on linguistic observable behavior and the relationships or associations between those responses. Effective language behavior is the production of correct responses to stimuli. If a response is reinforced, it becomes habitual or conditioned

Skinner’s theory of Verbal Behavior (1957) learning occurs by operant conditioning; a response or operant is maintained by reinforcement from another person; verbal behavior is controlled by its consequences.

Challenges posed by the approach Theory contradicts language creativity (stimulus—response); No consideration is given to the level of underlying meaning or deep structures

Nativist Approach: Chomsky, Berko Language acquisition is innately determined; Focus is on abstract rules; Approach offers a systematic description of the child’s language as either ruled-governed or operating out of parallel distributed processing capacities; Concept of universal grammar UG

Lenneberg (1967) certain modes of perception, categorizing abilities, and other language related mechanisms are biologically determined

Chomsky (1965) LAD--language acquisition device; UG--Universal Grammar; The generative model;

Chomsky (1965) LAD--language acquisition device: innate properties of language explains the mastery (by children) in such a short time of such a complex system composed of highly abstract rules as LANGUAGE.

Chomsky (1965) Universal Grammar UG: there are properties that are common to all languages-- the deep structure of language at its deepest level may be common to all languages; all human beings are genetically equipped with abilities to acquire language--languages are universally acquired in the same manner;

Chomsky (1965) The Generative Model: Language is generated by a series of rules; The model proposes hypothetical grammars --the abstract rules underlying surface rules of grammar; The early grammar of the child -- pivot grammar: closed class + open class item

Challenges posed by the nativist approach Model does not account for the language use or discourse, for the connection between language and its social use According to the model generative rules are connected serially. However, according to the distribution processing model PDP the child’s linguistic performance may be the consequence of many interconnected levels of simultaneous neural interconnections rather than a serial process of one rule being applied, then another, then another.

Functional Approaches: Piaget, Vygotsky, Bloom The study of language now centers on the relationship of cognitive development to first language acquisition; Language is seen as one manifestation of the cognitive and affective ability to deal with the world, with others, and with the self ; Language must be understood from two stand points: the abstract, formal, explicit rules proposed under the generative grammar [form of language], the deeper functional level of meaning constructed from social interaction.

Piaget’s Theory of Cognitive Development What children learn about language is determined by what they already know about the world; Cognitive development is at the center of the human organism --language is dependent upon and springs from cognitive development;

Piaget’s Theory of Cognitive Development The intelligence develops as children psychologically adapt to their environment and reconcile discrepancies between current forms and previously acquired forms of understanding; Psychological adaptation has two components: Assimilation: new information is acquired and incorporated into existing structures Accommodation: already existing structures are adjusted based on newly acquired information.

Piaget’s Theory of Cognitive Development Cognitive or mental structure: scheme; Meaning is construed based on previous background knowledge structures; Schemata are the previously acquired knowledge structures through experience.

Piaget’s Stages of Cognitive Development

Vygotsky’s Language/Thought Relationship Background: The linguist cannot deal with abstract, formal rules without dealing with performance or discourse functions; Language is used for communication Research looks back at Skinner’s Verbal Behavior—the concrete, the observable;

Vygotsky’s Language/Thought Relationship Social interaction, through language, is a pre-requisite to cognitive development; Every child reaches his or her potential development, in part, through social interaction; The interpretative rules of language use are acquired through social interaction at a very early age; language initially serves a social function.

Vygotsky’s Language/Thought Relationship Cognitive and communicative development evolves from the social function of language; Language and thought are distinct and develop independently; When the two systems fuse with the development of inner speech, logical reasoning develops;

Vygotsky’s zone of proximal development Zone of proximal development is the distance between a child’s actual cognitive capacity and the level of potential development as the child matures. Attainment of cognitive development depends upon problem solving tasks, which advance the child’s ability for independent thinking. Contact with adults and peers are crucial for cognitive development.

Current Approaches: Constructivism Constructivism is a social construction and negotiation of meaning; Learning is a dynamic process that is both social and mental; The primary concern is the mental construction of meaning or the building of knowledge structures.

Brunner’s constructivism (1994) Children are the active transformers of their experiences with the world –they pick and choose what they need to make their own world in their head; Children construct meaning by means of social contact and negotiation; Children’s learning occur within a socio-cultural plane and is internalize to the cognitive plane.

Language from the perspective of Constructivism Language is a representational system formed by the child as she relates symbols to concrete concepts and experiences Language and thought interact to promote intellectual growth; thus such representations function as a medium for intellectual growth.

Language from the perspective of Constructivism Children’s language use reflects their underlying cognitive abilities and their social and emotional growth; Children’s language is culture/community based—it reflects their experiences;