LanguageAcquisition and Symbol Weaving—Conflicting or Complementing Views? Scien.
LanguageAcquisition and Symbol Weaving—Conflicting or Complementing Views?
Scientists have developed a number ofdifferent theories about how (and for what purpose) children learn to speak.Two seemingly contrasting proposals emerge from these theories:
1)When it comes to language, infants teach themselves, and they do this primarilyso they can make sense of the world around them. From this point of view,language acquisition is primarily a cognitive task.
2) Infants learn language as a creative, emotional, and interactive endeavorthrough social interaction with peers, and primarily for the purpose of socialinteraction.
focus and reflect on the following questions:
In which ways dochild development theorists explain the process of language acquisition?
In what ways dothese theories differ from each other?
What is thedifference between defining language learning as “languageacquisition” and defining it as “symbol using and symbolweaving”?
What does each ofthese theories imply about the role of the young child in the acquisitionof language?
Next response to the following scenario:
Oneof your friends is expecting her first child. She is part of a small group offirst-time parents who are eager to learn all they can about child development.Knowing that you are currently enrolled in a child development course, yourfriend asks you to provide the group with information about languagedevelopment.
Consideringall that you read this week about children and language development:
Which theory or combinationof theories would you use for your presentation, and why?
Which position orcombination of positions about the goals of language learning and usewould you incorporate, and why?
Besure APA and to support your response with specific references to and/or examples fromthe readings.