Language Development In Children: A Cognitive Analysis

Language can mean many different things; it can be seen and heard, and it can be diverse and standard It is a cognitive phenomenon that follows a set of rules and tells our brains how to speak grammatically (Clark, as cited in Gee & Hayes, 2011, p. 6). Language is a set social conventions that is shared amongst a group of people (Duranti, as cited in Gee & Hayes, 2011 p.6), and can also be material in the form of speech, audio recordings and writings (Gee & Hayes, 2011, p. 6). However, it is more than just communicating; it is the way we do things and share things with one another. When we communicate, we share ideas thoughts, opinions, feelings and knowledge with one another. There are many ways to communicate, these include talking, writing,
Behaviourist (language is a learnt behaviour that is dependent on reward and reinforcement), Nativist (innate ability that all humans have), Maturionist (develops or unfolds according to a child’s inner clock) Cognitive Development (depends on a child’s cognitive development), Interactionist (socially interact) and Neurobiologist (brain structure and how it is developed) (Fellows and Oakley, 2014, p. 47) . According to Jean Piaget’s theory, language cannot be developed until the child has developed conceptual knowledge about the world around them (Fellows and Oakley, 2014, p. 50). For example, they could not understand the term “kitty” unless they had a concept of what a cat was. Based on this theory of cognitive development Piaget theorises that there is no innate ability or special language device, but development occurs through cognitive processes such as memory, problem-solving any attention (Fellows and Oakley, 2014, p. 50). Whilst each perspective on language development is different, they each have their own
Fellows and Oakley (2014, p. 39) state that here are many varieties (dialects) of English that are spoken throughout the world; it can be a regional (geographical area) or a social dialect (social characteristics). Crystal, (2013) explains that the globalisation of English means that countries around the world are taking up English and making it their own and are adapting it to suit their country’s needs. Everywhere in every country of the world English is growing and is being culturally influenced. Walker, (2009) suggests that the world has adapted an English Mania and that two billion people around the world are now learning English as they believe it provides them with the opportunity of a better life. Ian Malcolm emphasises the importance that Australia has two very distinct forms of English, Standard Australia English (SAE) and Aboriginal English and a society we must recognise and respect both variations (Franca, L, 2012). Aboriginal English is a dialect of English that has been developed by Indigenous culture, its’ language also includes spoken words, eye contact, body language and silence (Caruso, 1997, p. 93). As educators, we need to understand that students come from different language backgrounds, not different language deficient backgrounds and embrace those