Theoretical Ideas of Language Learning
Theory about how we learn language has developed over many years of research. There are three key developments in theory which have helped us further understand how language is learned and how best to utilise this knowledge to effectively teach children.
This theory began with Skinner who believed that language is a behaviour and because behaviour is learned, we can assume that language is also learned (Green & Campbell, 2003). The theory was based on the idea that all learning is a result of receiving reward when they use language correctly (Cox, 2011). This theory could not explain how children are able to learn language at such a great rate and are capable of creating unique sentences. This led Chomsky to offer an alternative theory: The cognitivist view of language learning. At our school we do not believe that a behaviourist theory can give enough insight into children's language learning and as such have explored other methods to encourage language development in our students.
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This theory recognised that young children are able to create sentences that they have not heard spoken before, using grammatical rules which they generate (Cox, 2011; Green & Campbell, 2003). Chomsky believed that humans are born with a ‘language acquisition device’ (LAD) which allows them to develop language from limited exposure in their environment (Emmitt, Zbaracki, Komesaroff & Pollock, 2015). This theory helped us to begin to understand language learning, but it lacked the inclusion of the role of other people in children’s language acquisition. Thus, further theory has been developed. At Pearce Primary School, we believe that children have an innate ability to acquire knowledge and understand grammatical rules. However, we also believe that our students thrive with social interaction that this theory does not offer.
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This theory recognises the importance of adults in children’s language learning. Specifically, it states that child-adult interaction is the central basis for language acquisition (Cox, 2011). Vygotsky conceived the idea of a zone of proximal development. This meant that a teacher or parent could identify a concept the child may be able to learn if they received support from a knowledgeable person (Green & Campbell, 2003; Asvad & Sadighi, 2015). These ideas have been widely accepted in education and have informed teaching practice (Green & Campbell, 2003). Our staff strongly believe in the benefits of scaffolding children to achieve at a level that they may not be able to manage alone, including supporting language development.
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This video explains the Cognitivist Theory in a little more detail.
Halliday developed the sociocultural theory further to be described as a “symbolic system reflecting the meanings generated and shared within social groups (Emmitt, et al., 2015, p.251). He believed that language was developed to serve functions for the child. These seven functions are:
· Instrumental – the ‘I want’ function: Language is used to get things, to satisfy personal needs.
· Regulatory – the ‘Do as I tell you’ function: Language is used to control the behavior of others.
· Ineractional – the ‘me and you’ function: Language is used to begin or maintain interactions.
· Personal – the ‘here I come’ function: Language is used to express awareness of self, personal feelings.
· Heuristic – the ‘tell me why’ function: Language is used to find information and names, to seek knowledge, and to learn the how and why of people, things and events.
· Imaginitive – the ‘lets pretend’ function: Language is used to create new worlds, used in and learned from stories.
· Informative – the ‘I’ve got something to tell you’ function: Language is used to communicate information and express propositions.
(Green & Campbell, 2003; Emmitt, et al., 2015; Cox, 2011; Hill, 2012).
There are some more modern theories which have been developed but so far none are as pertinent as the ones mentioned here. There is much more research to do to continue to develop the theoretical ideas of language development. Whilst there have been some more recent approaches taken, it appears that most researchers still believe that language is constructed in a social setting and is aided by the support of more knowledgeable adults. Therefore at Pearce Primary School we endeavour to provide opportunity for students to interact regularly with other children, staff and community members.
· Instrumental – the ‘I want’ function: Language is used to get things, to satisfy personal needs.
· Regulatory – the ‘Do as I tell you’ function: Language is used to control the behavior of others.
· Ineractional – the ‘me and you’ function: Language is used to begin or maintain interactions.
· Personal – the ‘here I come’ function: Language is used to express awareness of self, personal feelings.
· Heuristic – the ‘tell me why’ function: Language is used to find information and names, to seek knowledge, and to learn the how and why of people, things and events.
· Imaginitive – the ‘lets pretend’ function: Language is used to create new worlds, used in and learned from stories.
· Informative – the ‘I’ve got something to tell you’ function: Language is used to communicate information and express propositions.
(Green & Campbell, 2003; Emmitt, et al., 2015; Cox, 2011; Hill, 2012).
There are some more modern theories which have been developed but so far none are as pertinent as the ones mentioned here. There is much more research to do to continue to develop the theoretical ideas of language development. Whilst there have been some more recent approaches taken, it appears that most researchers still believe that language is constructed in a social setting and is aided by the support of more knowledgeable adults. Therefore at Pearce Primary School we endeavour to provide opportunity for students to interact regularly with other children, staff and community members.