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HI-LING
LINGUISTICS IN THE HIGH SCHOOL
Lesson 4: Internal and External Factors in Language Acquisition
Language acquisition is a complex process influenced by various internal and external factors. While internal factors such as genetic predisposition and a child's cognitive abilities play an important role, it is the external factors that shape the environment and conditions under which language acquisition occurs.
Key Concepts
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Autism
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Speech Disorder
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Social Interactions
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Joint Attention
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Imitation
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Emotions
Unit 1: Internal Factors
As you have learnt in the second lesson, most children reach the 50-word milestone between 18 and 24 months old. Children who haven't reached this milestone after the age of two are so-called "late talkers". Half of them catch up within a few months, while the other half are mostly children with a language development disorder. Many factors can cause this delay. In this lesson, you will learn more about one of them: autism.
We can see an apparent delay in children with autism, but what causes this?
So, as we just saw, internal factors, such as autism, may be highly influential on a child's and adult's language acquisition, development and use.
The consequences of delayed language acquisition can include the following:
Younger children often struggle to understand the function of language and the possibilities of interaction. Communication aids have been invented to assist with this. One of them is the "Picture Exchange Communication System," which offers picture cards as a means of communication for expressing wants and needs. Thanks to these cards, children find an easily accessible way to express themselves.
Exercise 1: Group Discussion
If you had to design such cards for a young child with autism, which pictures would you start with? In your opinion, what are the words and concepts that are most important for communication?
Did you finish the exercise? There are no right or wrong answers, but here are some examples of concepts that children might find useful in order to express theirselves: eating, drinking, sleeping, playing, cold, warm, animal...
Unit 2: External Factors
External factors, especially the parental home and social background, play a central role in language acquisition by significantly influencing a child's linguistic resources, opportunities for interaction and educational experiences.
In this context, the parental home provides a crucial framework for children's language acquisition, with various factors influencing this process. Language input, the quantity and quality of language a child receives, plays a significant role. Children with regular access to varied and complex language tend to develop extensive vocabularies and stronger grammatical skills. Interaction within the family is equally crucial. Communication that is geared to the child's interests and developmental stage can significantly promote language acquisition.
A child's social background also shapes the course of language acquisition, influenced by the language customs in the family, the resources available and the opportunities that arise. Families from higher social classes often have better access to educational resources, which can positively influence language acquisition. In addition, cultural norms and values also play a role. In cultures that place a high value on narratives and oral traditions, this can be conducive to language acquisition. Educational opportunities are also often unequally distributed, with children from more privileged backgrounds generally having better access to quality education. Networks reserved for certain social classes can facilitate access to language-enhancing resources and information.
Numerous studies have shown the differences in children's language acquisition and competence depending on their socioeconomic background. A prominent example is Hart and Risley's 1995 study, which found significant differences in vocabulary among children from different social backgrounds. Children from lower socioeconomic families heard an average of 30 million or fewer words by age three, resulting in significant differences in active vocabulary. But not only the quantity but also the quality of language interaction varies by background. Children from better-off families are more likely to experience extended conversations and are asked more questions that encourage critical thinking.
Children's educational experiences are also strongly influenced by their social background. Children from families with lower socioeconomic status often have limited access to educational resources and activities outside of school. A 2016 UNESCO study indicates that children from the poorest families are nearly five times more likely to be excluded from education than children from the wealthiest families. All of these factors underscore the importance of an intentional and supportive environment for children's language acquisition, regardless of their social background.
Exercise 2: Analyse the Diagram
Please carefully evaluate and analyze this diagram, which depicts the "sentence formation disorders of young children", translated from a German study. Refer to what you have learned in the theoretical part about the external factors in language acquisition, especially social background and parental home.
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First, describe what information and trends you can gather from the diagram. Use your acquired knowledge about social background and parental home to explain possible reasons for the patterns and trends shown in the diagram.
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Then, analyze how the depicted sentence formation disorders of young children might be related to the external factors in language acquisition.
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Finally, discuss what actions could be taken to help the affected children and minimize the influence of negative external factors.
Approach to solution: 1) Description of the Diagram: – The diagram shows the prevalence of sentence formation disorders in toddlers in percentages and differentiates between "Yes" (existing disorder) and "No" (no disorder). – Various external factors are listed on the x-axis, for example, "television consumption," "smoking during pregnancy," "reading time at least one hour per week," etc. – The highest prevalence of sentence formation disorders is seen with "own television in the child's room" (26.9%) and "at least one meal a week without company" (24.2%). 2) Analysis of the Connection to External Factors: – One possible approach to analysis: External factors such as television consumption and the lack of company during meals seem to have a significant influence on sentence formation disorders. High television consumption, for example, could reduce interaction with parents, which is essential for language acquisition. – Social origin and the parental home play a significant role in first language acquisition. A lack of educational materials and parental interaction, often associated with lower socioeconomic status, can lead to less linguistic stimulation. – Having a personal television in the child's room can promote isolation and reduce opportunities for joint activities that promote language development. 3) Discussion of Measures for Assistance: – To minimize the influence of negative external factors, measures such as parental education courses could be offered that emphasize the importance of interaction and language promotion. – Facilities such as libraries can improve access to language-promoting resources. – Television consumption should be limited and replaced by interactive activities that contribute to language development.
Final thought
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Language acquisition is a complex process, influenced by both internal factors, such as genetic predisposition, and external factors, such as family environment and socioeconomic background. A knowledgeable and supportive environment is of primary importance for children's first language acquisition.
Literature
Nadège Foudon (2008). L’acquisition du langage chez les enfants autistes: étude longitudinale. Université Lyon.
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Eve V. Clark (2009). First Language Acquisition. London: Cambridge University Press.
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Pyramid Educational Consultant: https://pecs-germany.com/autismus-kommunikationshilfe-pecs/ (Stand: 08.11.2023)