***** Respond in a paragraph following the established guidelines. The answer must be of a substantial nature and with quotes present in the textbook. Agree or disagree is not appropriate. ***** Only use this book and specific pages.   Represent the quotes (author, year, and page) when reflecting the content in your paragraph. Source of reference: textbook Chapter 4, PAGES 39, 40  Textbook: Teaching Students with Language and Communication Disabilities, S.J. Kuder, 5th Edition.2018.Pearson. Peer 1 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 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 innatism of language is congenital and genetic in the individual, therefore, it is what he calls LAD (Language Acquisition Device). Chomsky's point of.

1. ***** Respond in a paragraph following the established
guidelines. The answer must be of a substantial nature and with
quotes present in the textbook. Agree or disagree is not
appropriate. ***** Only use this book and specific pages.
Represent the quotes (author, year, and page) when reflecting
the content in your paragraph.
Source of reference: textbook Chapter 4, PAGES 39, 40
Textbook: Teaching Students with Language and
Communication Disabilities, S.J. Kuder, 5th
Edition.2018.Pearson.
Peer 1
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.

2. Therefore, this study was emphasized in the development of the
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

3. Language Acquisition Models 3
is conceived from innate structures; that is why his theory is
known as "generative grammar." According to Chomsky, the
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

4. 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
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

5. 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
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

6. 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,
from https://scholar.google.com/scholar?q=The social
interactionist model&hl=en&as_sdt=0&as_vis=1&oi=scholart