Play hard learn harder: The Serious Business of Play
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ANTH1007 F2017 Language Acquisition
1. Language Acquisition andLanguage Acquisition and
SocializationSocialization
ANTH1007 Intro to Linguistic AnthropologyANTH1007 Intro to Linguistic Anthropology
University of CincinnatiUniversity of Cincinnati
Fall 2017Fall 2017
2. Language AcquisitionLanguage Acquisition
and Socializationand Socialization
How do children learn language? - Theories andHow do children learn language? - Theories and
research on language acquisition.research on language acquisition.
In childrenIn childrenās acquisition of their first language, what isās acquisition of their first language, what is
more important: childmore important: childāās innate capacities (I.e.,s innate capacities (I.e., NatureNature) or) or
factors in the childās environmental (I.e.,factors in the childās environmental (I.e., NurtureNurture)?)?
If both, how do sociocultural factors interact with innateIf both, how do sociocultural factors interact with innate
aspects?aspects?
Language socialization studies:Language socialization studies:
ā¢language acquisition is part of socializationlanguage acquisition is part of socialization
ā¢Children are enculturated through specific uses ofChildren are enculturated through specific uses of
language;language;
3. How Does a Child Learn Language?How Does a Child Learn Language?
āāBirth of a Wordā Deb Roy (MIT) 0:00-5:45Birth of a Wordā Deb Roy (MIT) 0:00-5:45
4. How Does a Child Learn Language?How Does a Child Learn Language?
What is happening here?What is happening here?
What is the processWhat is the process
whereby Deb Royāswhereby Deb Royās
son learns to sayson learns to say
āwaterā?āwaterā?
5. Language Acquisition:Language Acquisition:
The development of speech in infantsThe development of speech in infants
ā¢ The process begins on average around 8 months of age and isThe process begins on average around 8 months of age and is
largely complete by 3 1/2 or 4 years of agelargely complete by 3 1/2 or 4 years of age
ā¢ The process takes place inThe process takes place in four stagesfour stages::
ā¢ Babbling stage (Babbling stage (ga-gaga-ga,, ba-taba-ti-ba-tiba-taba-ti-ba-ti) (around 8 months)) (around 8 months)
ā¢ One-word stage (One-word stage (āholophrastic stageā) (around 12 months)āholophrastic stageā) (around 12 months)
ā¢ Two-word stage (Two-word stage (ātelegraphic stageā) (around 24 months)ātelegraphic stageā) (around 24 months)
ā¢ Complex grammatical combinations (between 2 - 4 years)Complex grammatical combinations (between 2 - 4 years)
6. Language AcquisitionLanguage Acquisition
The development of speech in infantsThe development of speech in infants
ā¢ These stages also apply to the acquisition of sign languagesThese stages also apply to the acquisition of sign languages
ā¢ Deaf babies exposed to sign language (e.g., ASL) will also goDeaf babies exposed to sign language (e.g., ASL) will also go
through the same four stages (only in the manual mode asthrough the same four stages (only in the manual mode as
opposed to the vocal mode) on the way to acquiring the ability toopposed to the vocal mode) on the way to acquiring the ability to
signsign
8. Theories of Language AcquisitionTheories of Language Acquisition
How can children learn their first language so quickly and easily?How can children learn their first language so quickly and easily?
Innatist theoryInnatist theory of language acquisition:of language acquisition:
ā¢Noam Chomskyās review of SkinnerāsNoam Chomskyās review of Skinnerās Verbal BehaviorVerbal Behavior
ā¢infants have an innate ability to acquire language due to a specialinfants have an innate ability to acquire language due to a special
ālanguage acquisition deviceā(LAD) or language instinctālanguage acquisition deviceā(LAD) or language instinct
āLanguage learning is not really something that the child does; it is
something that happens to the child placed in an appropriate
environment, much as the childās body grows and matures in a
predetermined way when provided with appropriate nutrition and
environmental stimulationā
(Chomsky, cited in Ahearn, 2017, p. 71).
9. Theories of Language AcquisitionTheories of Language Acquisition
Steven Pinker (MIT) presenting the Innatist view of languageSteven Pinker (MIT) presenting the Innatist view of language
acquisitionacquisition
10. Theories of Language AcquisitionTheories of Language Acquisition
Innatist position based on:Innatist position based on:
Poverty of the Stimulus (POTS) argumentPoverty of the Stimulus (POTS) argument: the language a: the language a
child hears in the environment is āvery restricted andchild hears in the environment is āvery restricted and
degenerateā and such āimpoverishedā input cannot serve as thedegenerateā and such āimpoverishedā input cannot serve as the
basis for behaviorist type of language learning through imitationbasis for behaviorist type of language learning through imitation
and feedback.and feedback.
Critical Period Hypothesis (CPH)Critical Period Hypothesis (CPH) : language acquisition must: language acquisition must
take place during a specific window in the brainās maturationtake place during a specific window in the brainās maturation
(before ~5 years old to puberty)(before ~5 years old to puberty)
Universal Grammar (UG)Universal Grammar (UG):: ātemplate for the range of possible
structures in human languageā only a few examples of a
grammatical feature are enough for children to set the correct
āparametersā for their language.
11. Evidence forEvidence for NatureNature::
The acquisition of grammatical morphemes in EnglishThe acquisition of grammatical morphemes in English
Researchers in the field of developmental psycholinguistics haveResearchers in the field of developmental psycholinguistics have
identified anidentified an āorder of acquisitionāof English grammaticalāorder of acquisitionāof English grammatical
morphemes in all children acquiring English as a first languagemorphemes in all children acquiring English as a first language..
12. Evidence forEvidence for NatureNature::
The acquisition of grammatical morphemes in EnglishThe acquisition of grammatical morphemes in English
What is being learned areā rulesā: Apparent regression at certainWhat is being learned areā rulesā: Apparent regression at certain
phases the result of āovergeneralizationā (e.g., ofphases the result of āovergeneralizationā (e.g., of -ed-ed for irregularfor irregular
past forms)past forms)
13. Evidence forEvidence for NatureNature::
āāInterlanguageInterlanguageāā
Researchers in the field of second language acquisitionResearchers in the field of second language acquisition
have identified common patterns that characterize thehave identified common patterns that characterize the
developing language ability of second languagedeveloping language ability of second language
learners -learners - āāInterlanguageInterlanguageā (Selinker, 1972)ā (Selinker, 1972)
E.g., Stages of acquisition of negation by English as aE.g., Stages of acquisition of negation by English as a
second language learnerssecond language learners
ā¢ Stage 1: āNoā or āNotā placed before element to be negatedStage 1: āNoā or āNotā placed before element to be negated
ā¢ Stage 2: āDonātā used unmarked for PNTStage 2: āDonātā used unmarked for PNT
ā¢ Stage 3: āNotā used after auxiliary verbsStage 3: āNotā used after auxiliary verbs
ā¢ Stage 4: āDonātā used marked PNTStage 4: āDonātā used marked PNT
Note:Note: āEāErrorsā not the result of transfer from the firstrrorsā not the result of transfer from the first
languagelanguage
14. Evidence for Nurture:Evidence for Nurture:
Care Giver SpeechCare Giver Speech
āāChild Care Giver Feedback Loopā Deb Roy (MIT): 5:45-7:50Child Care Giver Feedback Loopā Deb Roy (MIT): 5:45-7:50
15. Evidence for Nurture:Evidence for Nurture:
CareGiver SpeechCareGiver Speech
āāChild Care Giver Feedback Loopā ā not true that it hasnāChild Care Giver Feedback Loopā ā not true that it hasnāt beent been
noticed beforenoticed before
Researchers identified a particular pattern of caregiver speech inResearchers identified a particular pattern of caregiver speech in
certain (largely Western) societies, āBaby Talkā:certain (largely Western) societies, āBaby Talkā:
ā¢ higher pitch, slower and exaggerated intonationhigher pitch, slower and exaggerated intonation
ā¢ āābaby-talkā lexicon (diminutives, reduplicated words)baby-talkā lexicon (diminutives, reduplicated words)
ā¢ grammatically simplified (short, simple sentences)grammatically simplified (short, simple sentences)
ā¢ Cooperative expression of propositions, expansionsCooperative expression of propositions, expansions
ā¢ interrogatives, vocativesinterrogatives, vocatives
ā¢ Play and politeness routinesPlay and politeness routines
(Ochs & Schieffelin, 2009[1984], p. 298)(Ochs & Schieffelin, 2009[1984], p. 298)
16. The role of CDS in languageThe role of CDS in language
acquisition and socializationacquisition and socialization
ā¢ Studies ofStudies of caregiver speechcaregiver speech oror āchild-directedāchild-directed
speechā (CDSspeechā (CDS) have suggested it does facilitate or) have suggested it does facilitate or
at least have an effect on language acquisitionat least have an effect on language acquisition
ā¢ Furthermore, ethnographic studies of languageFurthermore, ethnographic studies of language
development have shown that the role of CDS in adevelopment have shown that the role of CDS in a
childchildās development goes beyond languageās development goes beyond language
acquisition to languageacquisition to language socializationsocialization..
ā¢ E.g., Ochs, E. (1982). Ergativity and word order inE.g., Ochs, E. (1982). Ergativity and word order in
Samoan child language.Samoan child language. Language, 58Language, 58(3), 646-671. ā(3), 646-671. ā
the effect of caregiver speech on acquisition of thethe effect of caregiver speech on acquisition of the
ergative morpheme by Samoan children.ergative morpheme by Samoan children.
17. Samoan Ergative SystemSamoan Ergative System
1. The dog [S] bit [V TR] the child [O]1. The dog [S] bit [V TR] the child [O]
2. The dog [S] barked [V INTR]2. The dog [S] barked [V INTR]
Nominative-Accusative SystemNominative-Accusative System (English) - subjects of(English) - subjects of
transitive and intransitive verbs are treated as the same;transitive and intransitive verbs are treated as the same;
objects of transitive verbs are treated differently. E.g.:objects of transitive verbs are treated differently. E.g.:
English: dog [1], dog [2] - same; child [1] ā differentEnglish: dog [1], dog [2] - same; child [1] ā different
Ergative System or ErgativityErgative System or Ergativity (Samoan)(Samoan) - subjects of- subjects of
intransitive and objects of transitive verbs are treated as theintransitive and objects of transitive verbs are treated as the
same; subjects of transitive verbs are treated differently. E.g.:same; subjects of transitive verbs are treated differently. E.g.:
Samoan: dog [2], child [1] - same; dog [1] - differentSamoan: dog [2], child [1] - same; dog [1] - different
18. Samoan Ergative MorphemeSamoan Ergative Morpheme
In Samoan, the prepositional ergative marker /e/ indicates the subjectIn Samoan, the prepositional ergative marker /e/ indicates the subject
of a transitive verb (Note: Samoan word order is verb-subject-object /of a transitive verb (Note: Samoan word order is verb-subject-object /
VSO):VSO):
1.1. āoloāo fafaoāoloāo fafao ee le tama le pusafaāile tama le pusafaāi
[is -ing pack[is -ing pack ERGERG the boy the banana-case]the boy the banana-case]
āāThe boy is packing the banana-caseāThe boy is packing the banana-caseā
2.2. āua āata le tamaāua āata le tama
[-ed laugh the boy][-ed laugh the boy]
āāThe boy laughedāThe boy laughedā
How would you say the following in Samoan?How would you say the following in Samoan?
āāThe banana case fell.ā (fall in Samoan isThe banana case fell.ā (fall in Samoan is paāĆ¼paāĆ¼))
āāThe banana case hit the boy.ā (hit in Samoan isThe banana case hit the boy.ā (hit in Samoan is tƤtƤ))
20. Language Acquisition in Multilingual ContextsLanguage Acquisition in Multilingual Contexts
Children exposed to two or more languages early in theirChildren exposed to two or more languages early in their
development will become fluent in them alldevelopment will become fluent in them all
Myth that children raised in bilingual context do not acquire eitherMyth that children raised in bilingual context do not acquire either
language fully.language fully.
There are demonstrated cognitive benefits of bilingualism at everyThere are demonstrated cognitive benefits of bilingualism at every
stage of development (e.g., knowing/learning another languagestage of development (e.g., knowing/learning another language
is associated with delayed onset of dementia in Alzheimersis associated with delayed onset of dementia in Alzheimers
patients)patients)
However, in multilingual contexts, languages and their speakersHowever, in multilingual contexts, languages and their speakers
rarely on an equal footing (i.e., attitudes, social status) ā socialrarely on an equal footing (i.e., attitudes, social status) ā social
factors and language ideologies can play a role in languagefactors and language ideologies can play a role in language
acquisition, e.g., preventing children from acquiring one or otheracquisition, e.g., preventing children from acquiring one or other
language.language.
21. Language Shift in Gapun, PNGLanguage Shift in Gapun, PNG
When childrenWhen children dondonātāt learn their first languagelearn their first language
One possible outcome of language acquisition in bilingual andOne possible outcome of language acquisition in bilingual and
multilingual contexts ismultilingual contexts is language shift:language shift:
An example is the village of Gapun, Papua New Guinea, where theAn example is the village of Gapun, Papua New Guinea, where the
younger generation were not acquiring the local village language,younger generation were not acquiring the local village language,
Taiap,Taiap, but werebut were shifting to use of the national language of PNG,shifting to use of the national language of PNG,
Tok PisinTok Pisin (Kulick, 1992)(Kulick, 1992)
Result of the villagersResult of the villagersā adoption of Christianity, with consequencesā adoption of Christianity, with consequences
for the socialization of children and their language developmentfor the socialization of children and their language development
Example of Tok Pisin: (The Lordās Prayer)Example of Tok Pisin: (The Lordās Prayer)
Papa bilong mipela /Papa bilong mipela /
Yu stap long hevenYu stap long heven
22. The non-acquisition of Taiap in GapunThe non-acquisition of Taiap in Gapun
Traditionally, Gapun children are socialized to suppress theirTraditionally, Gapun children are socialized to suppress their hedhed
[āprideā] and to develop their[āprideā] and to develop their savesave [āwisdomā][āwisdomā];; accompanied byaccompanied by
acquisition of Taiap.acquisition of Taiap.
With adoption of Christianity,With adoption of Christianity, hedhed became associated withbecame associated with
backwardness and paganism, and with the use of Taiap;backwardness and paganism, and with the use of Taiap; savesave
became associated with Christianity and modernity, and the use ofbecame associated with Christianity and modernity, and the use of
Tok PisinTok Pisin..
While elders still profess desire for youth to learn TaiapWhile elders still profess desire for youth to learn Taiap andand toto
become āsaveā, the indexical link between āsaveā and Tok Pisin isbecome āsaveā, the indexical link between āsaveā and Tok Pisin is
leading to shiftleading to shift
Compare this to the common pattern of children of immigrants fromCompare this to the common pattern of children of immigrants from
non-English speaking backgrounds often failing to acquire theirnon-English speaking backgrounds often failing to acquire their
āheritageā languages.āheritageā languages.
Rules being learned, not just the accumulation of conditioned behaviors.
Stage 1: No cake; No have money; I not understand
Stage 2: She donāt like me; I donāt can drive
Stage 3: You cannot see it; She was not happy; He donāt understand
Stage 4: She doesnāt understand; We didnāt go to the zoo; They didnāt ate there.
(Lightbown & Spada, 1999)