This document discusses interactionist and developmental perspectives on language acquisition. It argues that innatist theories focus too much on the end state of language and not enough on its developmental process. Interactionism holds that language acquisition stems from children's innate ability to learn from social experience and exposure to language from caretakers. Caretaker talk, which includes modifications like slower speech, helps make language comprehensible to children. Children learn language through enjoying repetitive events, focusing on what they understand, and using their primary interests to communicate and build confidence.

1. 3) INTERACTIONIST/DEVELOPMENTAL
PERSPECTIVES:
LEARNING FROM INSIDE AND OUT

2. Problems of Innatism:
Too much emphasis on
the “final state”
but not enough on the
developmental aspects of
language acquisition.

3. • Language was
ONE manifestation
of the cognitive and affective ability
to deal with the world
• Innatists
dealt with FORMS of the language,
not with the FUNCTIONAL levels
of meaning constructed from
SOCIAL INTERACTION

4. INTERACTIONISM: Bruner
Language acquisition
is an example of children’s ability to learn
from experience.
What children need to know
is essentially available
in the language
they are exposed to.

5. the innate learning
ability of children
LANGUAGE
DEVELOPMENT
the environment
in which they
develop

6. MODIFIED SPEECH
CRUCIAL ELEMENT
in language acquisition process

7. CARETAKER TALK
• It is the way adults modify their speech
when communicating with kids.
• Slower rate of speech
• Higher pitch
• More varied intonation
• Shorter simpler sentence patterns
• Frequent repetition
• Paraphrase

9. The Child's Language Environment
• The child has MANY OPPORTUNITIES
FOR USING the language to communicate
to those around him.
• Much of THE LANGUAGE IS SIMPLIFIED
to the level of understanding of the child.

10. The Child's Learning Strategies
• The child in NOT INTERESTED IN
LANGUAGE for its own sake.
• The child is NOT DISTURBED by the
language he does not understand.
• The child ENJOYS THE REPETITIVE
events of his life, and uses this enjoyment
to help him learn.

11. The Child's Learning Strategies
• The child USES HIS PRIMARY
INTERESTS to help him learn.
• The child directs his attention to things that
are EASY TO UNDERSTAND.
• The child possesses a natural desire TO
CALL AN OBJECT BY ITS NAME.

12. The Child's Learning Strategies
• The child adds words to his speaking
vocabulary more easily IF HE ALREADY
KNOWS HOW TO PRONOUNCE THEM.
• The child IMMEDIATELY USES the
language, and his SUCCESS IN
COMMUNICATION BUILDS
CONFIDENCE.

13. The Child's Learning Strategies
• The child uses his natural desire TO
PARTICIPATE IN THE LIFE AROUND
HIM to help him learn new language.
• The child brings TREMENDOUS
INGENUITY to the task of learning.