Critical period hypothesis


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Critical period hypothesis

  1. 1. Dolly Ramos G
  2. 2. The crticial period hypothesis in essence contends that the ability to learn a language is limited to the years before puberty after which, as a result of neurological changes in the brain the ability is lost.
  3. 3.   Feral Children unless exposed to lg in the early years of life, humans lose much of their innate ability to learn a language Compelling evidence of feral, confine and isolated children FC don't provide the best evidence partly because of sub normality Victor= suffered emotional and physical trauma. Genie = affect her learning capacity
  4. 4. Language acquisition after return to civilization “all is not lost”
  5. 5. A Theory of Neurolinguistic Development John L Locke 1993 language develops in four phases
  6. 6. Bello, sometimes referred to as the Nigerian Chimp Boy Found in 1996. No one is exactly sure of his age. Found in the Nigerian forest and is both physically and mentally disabled. Possibly the explanation for his abandonment (practice within the Fulani tribe).  Raised by chimpanzees behaviors & walking like them and displaying many of their animalistic behaviors.
  7. 7. One of the more recent cases cases 2008 Vanya Yudin ‘the Russian Bird Boy’ 7 years His mother never spoke to him and she simply treated him like her pets. When his mother attempted to talk to the boy, he didn’t speak, just chirped. Never abused physically, but still lacked of human interaction.   children.php#ixzz2RC5BJWZ5
  8. 8. Camparising Children Adult  Learn Lg without confusing  Brain plasticity  Fluency  Acquire accent  Develop good listening  Memory limitation  Not fluent enough  Accent & pronunc affected  Full control of syntax & morphology  Vacabulary acq is limited
  9. 9. In the classroom A problem arising from the differences between younger learners and adults is that adults believe that they cannot learn languages well.  Teachers can help learners With this belief, for ex, by talking about the learning process and styles, helping set realistic goals, choosing suitable methodologies, and addressing the emotional needs of the adult learner.
  10. 10.  co-ordinated bilingualism Children develop two parallel linguistic systems, so that for any one word. when the two parents have different mother tongues and each parent speaks only his or her own mother tongue to the child. the child constructs two separate linguistic systems and can handle each of them easily. Another situation is when relatively young children who have already mastered their mother tongue are adopted by parents who speak a different language. Once again, the distinction between the two languages is crystal-clear for the child.
  11. 11. compound bilingualism Children have only one signified for two signifiers and so cannot detect the conceptual differences between the two languages. Compound bilingualism is what occurs when both parents are bilingual and both parents speak to the child in both languages indiscriminately. The child will grow up to speak both languages effortlessly and without an accent, but will never master all the subtleties of either of them. In other words, the child will not really have a mother tongue.
  12. 12. Late bilingualism Late bilingualism is developed after the critical period for language learning. In such cases, it is thought that when people acquire their second language through immersion in a community that speaks it Implicit memory plays more of a role, whereas when they do so solely through formal classroom studies, explicit memory is more involved.
  13. 13. References More feral children feral-children.php David’s Enlgish Teaching World. The communicty for taeachers fo English