Example Thread: I defend the statement: Dwight D Eisenhower was a great President. He is described as the least experienced and most popular president;  kept the peace in various countries to avoid war and intervened albeit reluctantly in the Civil Rights Movement. He was a classic "organizational man", this was exemplified in his cabinet that was dominated business leaders (Eisenhower Republicanism). By funding nuclear weapons programs and increasing the production along with covert operations by Central Intelligence Agency (CIA) he was able to project an imminent threat of war to Communist countries without actually sending troops. Coincidently, he staged a coup of two foreign leaders, by having Mossadeq of Iran removed and replaced with his successor Shah Mohammad Reza Pahlavi, the U.S. government provided $ 45 million in aid to deter Iran from Soviet influence and the possibility of being shut out business and oil. He repeated the same action with Guatemalan president Jacobo Arbenz Guzman, persuading him to resign (McGerr et al., 2018, p. 790).  By using the CIA instead of the full-scale military he was better able to project U.S. influence and its threat of global armageddon to prevent war ( Eisenhower's Use of Covert Action to Accomplish U.S. Aims). In keeping with aspects of "containment", he did his best to avoid confrontation, when the Hungarians revolted, Eisenhower refused to send troops. The U.S. allies Britain, France, and Israel decided to move in on Egypt, as a result the U.S. hit allies w/ economic sanctions, he believed their movement into Egypt left the door open for Soviets to enter the Middle East, and via Congress vowed to protect any Middle Eastern nation against a communist threat. “During the Civil Rights Movement, President Eisenhower was in fact criticized for not being more proactive in the movement, but his Civil Rights Act of 1957 was the first step in enfranchising those who had not been participants in the political process, by creating a societal change, starting at the institutional level” (The Other America). He was not a believer in racial equality but realized the riots, boycotts, and protests were being aired around the world, and in order to compete with the Soviet Union, the United States “could not afford racial inequality at home” (McGerr et al., 2018, p. 800). As president, he also advocated for a better education system, in 1958 the passing of the National Defense Education Act, was put into place to improve instruction on science, math, and foreign languages. Although it was to counter and compete against the Soviet Union's system, it did provide citizens new schools, offered loans, and fellowship to students. President Eisenhower may have been the "middle of the road" president he was able to continue portions of the containment policy as well participate in the changes occurring in our society through the civil rights movement.  Comment by Owner: Video title citation; paraphrased material; punc ...

1. Example Thread:
I defend the statement: Dwight D Eisenhower was a great
President. He is described as the least experienced and most
popular president; kept the peace in various countries to avoid
war and intervened albeit reluctantly in the Civil Rights
Movement. He was a classic "organizational man", this was
exemplified in his cabinet that was dominated business leaders
(Eisenhower Republicanism). By funding nuclear weapons
programs and increasing the production along with covert
operations by Central Intelligence Agency (CIA) he was able to
project an imminent threat of war to Communist countries
without actually sending troops. Coincidently, he staged a coup
of two foreign leaders, by having Mossadeq of Iran removed
and replaced with his successor Shah Mohammad Reza Pahlavi,
the U.S. government provided $ 45 million in aid to deter Iran
from Soviet influence and the possibility of being shut out
business and oil. He repeated the same action with
Guatemalan president Jacobo Arbenz Guzman, persuading him
to resign (McGerr et al., 2018, p. 790). By using the CIA
instead of the full-scale military he was better able to project
U.S. influence and its threat of global armageddon to prevent
war ( Eisenhower's Use of Covert Action to Accomplish U.S.
Aims). In keeping with aspects of "containment", he did his best
to avoid confrontation, when the Hungarians revolted,
Eisenhower refused to send troops. The U.S. allies Britain,
France, and Israel decided to move in on Egypt, as a result the
U.S. hit allies w/ economic sanctions, he believed their
movement into Egypt left the door open for Soviets to enter the
Middle East, and via Congress vowed to protect any Middle
Eastern nation against a communist threat. “During the Civil
Rights Movement, President Eisenhower was in fact criticized
for not being more proactive in the movement, but his Civil
Rights Act of 1957 was the first step in enfranchising those who

2. had not been participants in the political process, by creating a
societal change, starting at the institutional level” (The Other
America). He was not a believer in racial equality but realized
the riots, boycotts, and protests were being aired around the
world, and in order to compete with the Soviet Union, the
United States “could not afford racial inequality at home”
(McGerr et al., 2018, p. 800). As president, he also advocated
for a better education system, in 1958 the passing of the
National Defense Education Act, was put into place to improve
instruction on science, math, and foreign languages. Although it
was to counter and compete against the Soviet Union's system,
it did provide citizens new schools, offered loans, and
fellowship to students. President Eisenhower may have been the
"middle of the road" president he was able to continue portions
of the containment policy as well participate in the changes
occurring in our society through the civil rights movement.
Comment by Owner: Video title citation; paraphrased
material; punctuation follows the parenthetical citation.
Comment by Owner: Textbook citation for paraphrased
material; punctuation follows parenthetical citation.
Comment by Owner: Additional video citation;
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quotation. Comment by Owner: Additional citation from
textbook; direct quote. Comment by Owner: 472 words;
exceeds minimum length requirement of 200 words.
Example Reply:
Good Evening George, Comment by Owner: Reply indicates
to whom the reply was directed.
I defend your statement; President Eisenhower was a 'middle of
the road' president. But his intervention into foreign policy kept
the U.S. out of war. By using the CIA in covert operations he
was able to remove possible communist threats by dictatorships
in third world countries. He also worked to shape the public
image American culture, and in 1953 created the United States
Information Agency, where 76 countries worked cohesively to

3. promote the exchange of visitors with other nations (McGerr et
al., 2018, p. 791). He tried to strengthen relations with the
Soviet Union and worked toward "peaceful coexistence" and
even proposed the "Atoms for Peace" plan to explore
nonmilitary uses for nuclear materials. At home he struggled
with the Civil Rights Movement, he was more reluctant to
involve himself but knew that as the President of the United
States, he could not afford to perpetuate racial inequality at
home, since we advocated for Democracy around the world. He
places his support behind the Civil Rights Act of 1957, with the
world watching his "government was being defied in Little Rock
and humiliated around the world" (McGerr et al., 2018, p. 799).
He sent the Army's 101st Airborne to protect the nine African
American students that were attending the integrated Central
High School, a very big move on his part. He also advocated for
increasing the education program, the National Defense
Education Act, it may have been initiated despite the Soviet
Union, but it led to funding of new schools, loans, and
fellowships for students. In our competition with the Soviets, it
lead to NASA being created Comment by Owner: Citation for
textbook derived material; paraphrased material. Comment by
Owner: Citation from textbook; direct quote. Comment by
Owner: 270 word length including salutation. This exceeds the
minimum length requirement: 150 words.
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LANGUAGE ACQUISITION MODELS
1
Language Acquisition
Models
Hellen D. Forchue
January 17, 2020
Language Acquisition Models
2
From the seventies, there is a radical change concerning the
context and orientation in the study of children's language.
Therefore, this study was emphasized in the development of the

6. child's spontaneous speech. The question was how children
acquired their first language. From this question came some
theories, of which their respective creators presented their
views. Theories of acquisition and development of language.
The Behavioral Model, the Nativist or Syntactic Model, the
Semantic-Cognitive Model, the Social Interactionist Model, the
Information Processing Model, and the Emergentist Model.
Skinner's behavioral approach tells us that: “the child is seen as
a relatively passive recipient of external influences-from
parents, siblings, and others” (p.46). In other words, Skinner's
behavioral approach takes an empiricist position, which
considers that language development comes solely and
exclusively from external and internal experience and stimuli.
According to his theory, the infant learns by answers that are
verbal and intraverbal, in a secondary way. On the positive
aspects of behaviorism is the way of speaking to the child, what
was first called the Babytalk. Also, treatment programs for
children with speech disorders or speech therapy. Studies are
analyzed globally verbal, in other words, (conversation). The
criticized part of the theory implies the misuse of the order of
the acquired words, the explanation of novel productions, and
the grammatical errors produced for adults (p. 47). According to
the textbook, the theory still has some value, such as parents
and other important roles. Also, it has been a successful tool in
developing intervention approaches to improve the language
skills of many people with significant language disorders (p.
47).
The Nativist or Syntactic Model: Noam (1965; 1968) and others
developed the nativist/syntactic theory of language acquisition
in response to the behavioral theory of language acquisition (p.
48). Chomsky's position is mentalistic, according to which
language
Language Acquisition Models
3
is conceived from innate structures; that is why his theory is
known as "generative grammar." According to Chomsky, the

7. innatism of language is congenital and genetic in the individual,
therefore, it is what he calls LAD (Language Acquisition
Device). Chomsky's point of view is that this mechanism has as
its content a set of universal principles that are Universal
Grammar. When one is born with this ability or device, one
begins to receive linguistic stimuli or primary linguistic
information. Once this data is processed in the LAD, there is an
output or result that is the Grammar of the language in question.
The textbook states: "this theory has some limitations, such as
the diminished role given to language input. Also, it stems from
the theoretical underpinning of the model itself. Last, the
nativist theory poses a dilemma to those who are interested in
helping children improve their language performance, as it
seems to suggest that there is little hope for children
experiencing the acquisition of syntax in children."
While Fillmore’s and Bloom's work focused on the role of
semantics in language acquisition, psychologist Jean Piaget was
interested in the relationship between cognition (thought) and
language (p. 50) The Semantic- Cognitive Model Piaget's
position is mentalist like Chomsky's and also constructivist.
Piaget proposes a genetic and formal theory of knowledge
according to which the child must master the conceptual
structure of the physical and social world to acquire language.
According to Piaget: cognitive developments such as object
permanence must precede language development” (p. 50).
Piaget postulated, unlike Chomsky, that the fact that there are
universal elements in language does not mean that they
are innate. They are the first cognitive schemes and the
functional mechanisms of intelligence (assimilation and
accommodation). On the other hand, both agreed with the
approach of
Language Acquisition Models
4
constructivist theories, in which there is a genesis of mental
structures. In disagreement with Skinner, for the language is a

8. product of reason and not of associative learning.
Theoretical Foundation: "there is a developmental theory that
views social interaction with others as essential for the
development of independent cognitive and linguistic
functioning-the theory of Vygotsky (1978, 1987)." Vygotsky
viewed the child as developing and functioning within a social
context." For Vygotsky, human development is produced
through processes of exchange and transmission of knowledge
in a communicative and social environment (culture). In other
words, the transfer of knowledge of culture is done through
language. Therefore, language is the main way of these
processes and influences the development of the mind. Mental
functions are interpreted as internalized social norms as a result
of a source of consciousness. Therefore, language and thought
are two different things with different origins, and that
throughout the development, there is a functional
interconnection, in which thought is verbalized, and speech
becomes rational. Therefore, thought is not language-dependent
human development is produced through processes of exchange
and transmission of knowledge in a communicative and social
environment (culture). In other words, the transfer of
knowledge of culture is done through language. For Vygotsky,
children's language is initially social (mode of communication
with adults) and is external in form and function. Gradually the
language is internalized and goes through an egocentric period
with an external form but with an internal function. Finally, it
becomes a verbal thought that has an internal form.
The information- processing model of learning has been applied
to language acquisition by psycholinguistics such as Elizabeth
Bates and Bryan Mac Whinney in their competition model of
language acquisition (Bates & Mac Whinney, 1987) (p. 53).
Language Acquisition Models
5
The theory of information processing is nothing more than the
comparison of the human mind with a computer. Where the
mind is an information processor, people simply respond to

9. stimuli. In other words, people receive process and deliver
results. According to the textbook: "the information processing
model has provided another view of language learning. Also,
children are not only learning syntax, but they are also learning
meaning, and doing so in the context of communication
(pragmatics) at the same time" (p. 54).
The textbook states: the emerging model suggests that language
arises from the interaction of social patterns and the biology of
the cognitive system (Mac Whinney, 1998). In other words, the
acquired language skills are the sum of the external
environment and the child's learning abilities. The model
advocates that although the child does not possess the innate
mechanisms for grammatical structures, neurons are organized
and function in the brain so that they have the ability to learn
language associations. In addition, language learning is based
on the ability of young children to implicitly track the
regularities in the language they hear, such as which pairs of
sounds usually mark the boundaries between words and which
are usually within words (Aslin, Saffran and Newport, 1998;
Regier and Gahl, 2004).
Language Acquisition Models
6
References
https://www.tandfonline.com/doi/full/10.1080/10489223.2017.1
312850
Kuder, S. J. (2018). Teaching Students with Language and
Communication Disabilities. New York, NY: Pearson
Watkins, R. V. (2015). Applying Vygotskian Developmental
Theory to Language Intervention. Retrieved January 10, 2020,

10. from https://scholar.google.com/scholar?q=The social
interactionist model&hl=en&as_sdt=0&as_vis=1&oi=scholart