Children learn language through both innate capacities and environmental factors like caregiver speech. Studies show that infants progress through stages from babbling to one-word to complex sentences between ages 1-4. Theories propose children have an innate language acquisition device, as the environmental input alone cannot account for their rapid learning. However, caregiver speech, like "motherese", provides important social and linguistic cues to facilitate acquisition. Further, acquisition depends on social and cultural contexts, as seen in Samoan where later ergative learning relates to its infrequent use.

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 children’s acquisition of their first language, what is’s acquisition of their first language, what is
more important: childmore important: child’’s innate capacities (I.e.,s innate capacities (I.e., NatureNature) or) or
factors in the child’s environmental (I.e.,factors in the child’s 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:
•language acquisition is part of socializationlanguage acquisition is part of socialization
•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?
‘‘Birth of a Word’ Deb Roy (MIT) 0:00-5:45Birth of a Word’ 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 Roy’swhereby Deb Roy’s
son learns to sayson learns to say
‘water’?‘water’?

5. Language Acquisition:Language Acquisition:
The development of speech in infantsThe development of speech in infants
• 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
• The process takes place inThe process takes place in four stagesfour stages::
• Babbling stage (Babbling stage (ga-gaga-ga,, ba-taba-ti-ba-tiba-taba-ti-ba-ti) (around 8 months)) (around 8 months)
• One-word stage (One-word stage (‘holophrastic stage’) (around 12 months)‘holophrastic stage’) (around 12 months)
• Two-word stage (Two-word stage (‘telegraphic stage’) (around 24 months)‘telegraphic stage’) (around 24 months)
• 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
• These stages also apply to the acquisition of sign languagesThese stages also apply to the acquisition of sign languages
• 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

7. Theories of Language AcquisitionTheories of Language Acquisition

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:
•Noam Chomsky’s review of Skinner’sNoam Chomsky’s review of Skinner’s Verbal BehaviorVerbal Behavior
•infants have an innate ability to acquire language due to a specialinfants have an innate ability to acquire language due to a special
‘language acquisition device’(LAD) or language instinct‘language acquisition device’(LAD) or language instinct
“Language 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 child’s body grows and matures in a
predetermined way when provided with appropriate nutrition and
environmental stimulation”
(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 “very restricted andchild hears in the environment is “very restricted and
degenerate” and such ‘impoverished’ input cannot serve as thedegenerate” and such ‘impoverished’ 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 brain’s maturationtake place during a specific window in the brain’s maturation
(before ~5 years old to puberty)(before ~5 years old to puberty)
Universal Grammar (UG)Universal Grammar (UG):: “template for the range of possible
structures in human language” only a few examples of a
grammatical feature are enough for children to set the correct
‘parameters’ 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 ‘order of acquisition’of English grammatical‘order of acquisition’of 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 are’ rules’: Apparent regression at certainWhat is being learned are’ rules’: Apparent regression at certain
phases the result of ‘overgeneralization’ (e.g., ofphases the result of ‘overgeneralization’ (e.g., of -ed-ed for irregularfor irregular
past forms)past forms)

13. Evidence forEvidence for NatureNature::
‘‘InterlanguageInterlanguage’’
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 - ‘‘InterlanguageInterlanguage’ (Selinker, 1972)’ (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
• Stage 1: ’No’ or ‘Not’ placed before element to be negatedStage 1: ’No’ or ‘Not’ placed before element to be negated
• Stage 2: ‘Don’t’ used unmarked for PNTStage 2: ‘Don’t’ used unmarked for PNT
• Stage 3: ‘Not’ used after auxiliary verbsStage 3: ‘Not’ used after auxiliary verbs
• Stage 4: ‘Don’t’ used marked PNTStage 4: ‘Don’t’ used marked PNT
Note:Note: ’E’Errors’ not the result of transfer from the firstrrors’ not the result of transfer from the first
languagelanguage

14. Evidence for Nurture:Evidence for Nurture:
Care Giver SpeechCare Giver Speech
‘‘Child Care Giver Feedback Loop’ Deb Roy (MIT): 5:45-7:50Child Care Giver Feedback Loop’ Deb Roy (MIT): 5:45-7:50

15. Evidence for Nurture:Evidence for Nurture:
CareGiver SpeechCareGiver Speech
‘‘Child Care Giver Feedback Loop’ – not true that it hasn’Child Care Giver Feedback Loop’ – not true that it hasn’t 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, ‘Baby Talk’:certain (largely Western) societies, ‘Baby Talk’:
• higher pitch, slower and exaggerated intonationhigher pitch, slower and exaggerated intonation
• ‘‘baby-talk’ lexicon (diminutives, reduplicated words)baby-talk’ lexicon (diminutives, reduplicated words)
• grammatically simplified (short, simple sentences)grammatically simplified (short, simple sentences)
• Cooperative expression of propositions, expansionsCooperative expression of propositions, expansions
• interrogatives, vocativesinterrogatives, vocatives
• 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
• Studies ofStudies of caregiver speechcaregiver speech oror ‘child-directed‘child-directed
speech’ (CDSspeech’ (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
• 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
childchild’s development goes beyond language’s development goes beyond language
acquisition to languageacquisition to language socializationsocialization..
• 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. –(3), 646-671. –
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] – differentEnglish: dog [1], dog [2] - same; child [1] – 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. ‘olo’o fafao‘olo’o fafao ee le tama le pusafa’ile tama le pusafa’i
[is -ing pack[is -ing pack ERGERG the boy the banana-case]the boy the banana-case]
““The boy is packing the banana-case”The boy is packing the banana-case”
2.2. ‘ua ‘ata le tama‘ua ‘ata le tama
[-ed laugh the boy][-ed laugh the boy]
““The boy laughed”The boy laughed”
How would you say the following in Samoan?How would you say the following in Samoan?
““The banana case fell.” (fall in Samoan isThe banana case fell.” (fall in Samoan is pa‘üpa‘ü))
““The banana case hit the boy.” (hit in Samoan isThe banana case hit the boy.” (hit in Samoan is tätä))

19. Effect of Caregiver speech onEffect of Caregiver speech on
the acquisition of grammatical morphemesthe acquisition of grammatical morphemes
Ochs (1982) found that Samoan children acquire the ergativeOchs (1982) found that Samoan children acquire the ergative
marker later than children learning other ergative languages (e.g.,marker later than children learning other ergative languages (e.g.,
Kaluli, Quiché Mayan)Kaluli, Quiché Mayan)
Why? The social norms of use of the ergative in Samoan (itsWhy? The social norms of use of the ergative in Samoan (its
‘sociolinguistic distribution’) mean that it is used less frequently by‘sociolinguistic distribution’) mean that it is used less frequently by
women and less frequently in intimate settings.women and less frequently in intimate settings.
As a result, Samoan children here fewer examples of the ergativeAs a result, Samoan children here fewer examples of the ergative
and thus acquire it at a later stage.and thus acquire it at a later stage.
But not a simple case of children learning the more frequently usedBut not a simple case of children learning the more frequently used
features first: acquired ‘come’ late (frequently said to them);features first: acquired ‘come’ late (frequently said to them);
acquired ‘(having chewed) give’ early (rarely said to them).acquired ‘(having chewed) give’ early (rarely said to them).

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) – socialrarely on an equal footing (i.e., attitudes, social status) – 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 dondon’t’t 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 villagers’ adoption of Christianity, with consequences’ 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 Lord’s Prayer)Example of Tok Pisin: (The Lord’s 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
[‘pride’] and to develop their[‘pride’] and to develop their savesave [‘wisdom’][‘wisdom’];; 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 ‘save’, the indexical link between ‘save’ and Tok Pisin isbecome ‘save’, the indexical link between ‘save’ 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
‘heritage’ languages.‘heritage’ languages.

23. Next TimeNext Time
‘‘Language Socialization’Language Socialization’
See you then!See you then!