“Children’s Language Acquisition” Response
Understanding
“Children’s Language Acquisition” was written by Mabel L. Rice (University of Kansas) in 2002. This essay covers “an overview of the current questions and finding regarding children’s acquisition of language” (Rice, 2002) as well as the importance of language for youth. There are headings throughout the essay to distinct the topics covered. The information in this essay arose to attention in the 70s-80s and covers the “four major dimensions” of communicative competence which consists of “phonology,” “semantics,” “morphology,” and “syntax” (Rice, 2002). These components come together to form grammatical structures used in our everyday language. “Linguists” have attempted to form theories around children developing language, but it was discovered that language “is in a period of rapid development” and cannot be constructed with a model (Rice, 2002). As children learn new words, they don’t necessarily learn what it means along with its properties. As a child learns the word “cup,” they must explore the cup as “language emerges from a child’s explorations of the world” (Rice, 2002). Language comes from experience and we must give children the opportunities to explore and make connections regarding their surroundings. Language overall is the foundation and building block to our lives and it’s important as it enables children’s social skills, and “educational achievement” in future time (Rice, 2002). We as educators and adults can encourage language acquisition by understanding that every child learns at their own pace although it is linear. We can also adjust the want in which we speak to children so that it is more grammatically graspable for them as well as affirm the children when they take steps toward grammatically correct language. Children don’t necessarily have to speak to learn language, listening can be just as effective which is why we need to communicate with our children and provide many opportunities for their learning and engagement (Rice, 2002).
Analysis
This essay is directed towards educators and adults to better understand the processes of children’s language acquisition. It brings forward the ideas that not all children learn at the same pace and “language learning is based on rare events, or isolated moments of understanding” to influence individuals working with young children to not necessarily have any expectations for children as they will meet them when they are ready, but must be encouraged though opportunities and exploration (Rice, 2002). Rice used many indicating words to bring attention to their main point/idea like “ultimately,” “overall,” “the purpose,” and many more (2002). Rice also uses many lists throughout the essay as well as headers to organize the information effectively—it’s organized and easy to find when looking back on information.
Application
This essay is relevant to me as an educator as I will be working with children who are all on different paths. I have learned that affirming the children when they have done something correct (like pronouncing a word correctly) is beneficial, as well as providing opportunities for my students to learn and explore with language like encourage conversation in the classrooms (rather than the typical shut-it-down approach). I have also leaned that just because a student isn’t speaking, doesn’t mean they’re not listening. Over the summer, I worked at a daycare where this toddler would not speak. He would cry and laugh, but he would not speak. By avoiding communication with this child (this was not my approach with him), the child would have no opportunity to learn from me and the way I would communicate with him. As I am not sure, there may have been a slight language disability with this child, but by no means should I avoid communication with him.
Synthesis
This essay brings me to the reading, “Does Your Language Shape How You Think?” Guy Deutscher mentions how our language restricts what we are able to think. Contradictorily, Rice’s essay mentions how language acquisition can “enhance [children’s] social worlds, increase their learning capability, contribute significantly to their chances for academic success, and help ensure their eventual functioning as independent self-actualizing adults” (Rice, 2002). Both works, however, examine how language can limit and expand what and how we think in relation to the world around us. Looking at both these works makes be realize that our language and the way we think really does both ideas for us: limit and expand what we think and where we go in our lives. I think that ultimately we have control over our minds and we get to make the decision in our lives that take us to where we need to be in the long run—we limit and enable our thoughts ourselves.
Evaluation
I thought this essay was effective yet challenging, personally. I think the content of this essay is quite awakening and I would recommend it to all educators and individuals working with children. However, I found it to be quite lengthy which I struggle with as I tend to forget what I read and get distracted. Overall I think Rice brought forward some very useful information in which I can take with me in my teaching years.
References
Deutscher, G. (2010, August 26). Does your language shape how you think? The New York Times. Retrieved September 29, 2022, from https://www.nytimes.com/2010/08/29/magazine/29language-t.html
Rice, M. (2002). Children’s Language Acquisition. In B. Miller Power & R. Shagoury Hubbard (Eds.), Language development: A reader for teachers (Second ed., pp. 19-27). Upper Saddle River, New Jersey: Merrill Prentice Hall. Retrieved on September 29, 2022.