The details of some theories

Now onto theories! Let's begin some of the older ones:

B.F.Skinner

Behavioural psychologist, who wrote a book in 1957 called "Verbal Behaviour", which included his theory of language acquisition. Even though it could be argued that is was written a long time so context has change, the main points are still relevant. The ides that the consequence of language will occur when the correct context is performed.

Operant Condtioning Theory

This is the idea that imitation and reinforcement will stimulate behaviours and it can be applied to children's language too. This can be linked to the use of role play and how children learn from their parents: http://www.youtube.com/watch?v=zSyGRut7T0s. This clip is of a little girl in the telegraphic stage and how she Inis imagining she is telling her mother off but she must have got the content from listening  and coping her parents.

When caregivers reinforce language through praise, interest and attention, language is stimulated and we must remember when getting a text in an exam, that looking and referring to the context is important. There are three points to remember:

1. Developmental milestones - how everyone learns at different rates

2. Logical Mistakes

3. Exceptions - this linked back to Eric Lennenburg and C.A.P (critical acquisition period) and what's happens when language is stimulated like in the case of Geni.

Also remember Hallidays functions, which I have posted already in my blog but compare at how they can be linked to children acquiring language.

1. Instrumental e.g crying 

2. Regulatory e.g through parents

3. Interactions e.g maintains friendly relationships 

4. Personal e.g expression and indentfying 

5. Heuristic e.g information seeking

6. Imaginative e.g role play, stories etc

7. Representational e.g using delacritve syntax and later going into post-telegraphic stage

8. Performative e.g controlling reactivity 

Anther interesting study is done by Penrose where they looked at gender sterotyping in children books - Peter and Jane

The details of the C.L.A stages

This is the AO2 part of the exam and is worth 16 marks, which looks at stages and theory. This post will be about the stages.

Stage 1: Holographic stage (one word responses) 

Age: 12 - 18 months so most words are based from what they have heard family say.

What happens: the child utters their 1st words. They then build up a vocabulary of one word response       that they need.

Why: They convey meaning of a sentence throughy body language, innotation and volume.

Advice for exam response: it is unlikely a transcript will include a child of this age but always look out for the punctuation of one word answers, which will more likely to be response and can help convey meaning.

Types of words: nouns and verbs that relate to context, content clusters may make some words hard to say like "th" and often unrecognisable adult words but caregive will know what they say.

Stage 2 - Two Words

Age: around 18 months.

What happens: supports Chomskys L.A.D and the "emergence of grammar" to get across context like "all gone".

Types of utterances: more flexible vocabulary choices with a range of grammatical structure. Action, perform and response.

Advice: again this stage not likely to appear in text.

Stage 3 - Telegraphic and Post-telegraphic

Age: 2 - 21/2 years.

What happens: the child begins to use sentances of up to 4 words in length.

Types of utterances: "sentances are fluid but not fixed" meaning they will have gaps where non-lexical words should be. For example: connectives like "and", "but" and "if", articles like "the" and "a", auxiliary verbs  like "is" and "has" as well as the "ing" maybe emitted. Also, sentances can move from simple to compound and the use of the different types are also used like delclaritve for declaring, interrogive for keeping adjaceny pairs going and imperatives that lack positve and negative face.

Key frameworks: 

Grammar - the stricture of the languge e.g word order, sentance types, word endings, tenses, using negatives, passive and conjunctions.

Semantics - the meaning of words e.g the usage, growth and comprehension of vocabulary, which can be linked to lexis.

Phonology - the sounds of language e.g intenation, stress, tone and pronouction

Key sentance structure for the exam: 

It could be....

- said

- suggested

- highlighted

- argued

- seen

The hardest thing you will ever do...

So this documentary really goes into the detail how how children go through the different stages  of learning language so by the end they can begin to speak long monologues like stories or jokes and even though they may flout Grice's Maxims, they still have done something remarkable in a very short space of time. Learning to use language.

This documentary describes human speech as the "wonder of the universe". How right from the start, babies may not be able to speak back to their mother but they know what their mothers voice sounds like and can respond in a series of different sounds that mother know what they need. Mothers also at to their babies as if they can understand, using face to face conversation and always using eye contact. Convergence is very important to use and it helps babies seem to understand what language is used for even if they can't use it straight away. A child's sense of sight could be considered more important to be used in helping language acquisition.

So at 18 months, 50 words are staring to be learned and all are context dependent e.g saying "thank you" for a biscuit. When the child receives the biscuit, they will eat it and know it tastes nice so know saying thank you will receive something nice. It is clever to see how quickly then can put two things together to help improve their knowledge on how to use language. Also, how caregivers tone in speaking is important - how they exaggerate language and how children begin to pick up how the same words but changing it from interrogative to a declarative intonation is important for changing tone. It was also interesting to see how caregivers respond to different genders learning to speak. When a girl got a right word, their was more positive reinforcement than when a boy got it right showing boys are expected to get it right compared to girls. But in 2014 would you say that is starting to change now? Verbs used with onomatopoeia is important in inspiring role plays, stories and imitation of words.

When it comes to 2 1/2 year, adjacency pairs and turn taking is starting to be involved in conversation but not in long sentences so the child is getting used to conversation. However, they still don't know how to really initiate conversation so responsive replies are set by caregiver. Nursery rhymes are a good example how using more complex syntax and slowly teaching children that it is ok to use. At the age if 3, possessive pronouns as beginning to be learned due to context and awareness like "you", "my","his" and "her". By 4, it becomes easier to tell a story via the past tense but there will still be errors. They know not make a noun a simple past but add "ed" onto irregular verbs. The discovery do "and" as a word is important in joining sentences together to make compound syntax with simple connectives to join them together. This helps children to realize they can make longer storied, which can hold the floor more and have more attention. At 5 years old, they become more aware of external influences that effect language that is outside the house, nursery ect, to use the active or passive voice and start to make complex sentences. They still have a long way to go like learning not to side sequence however the basics is over and non-verbal communication also becomes and important way in helping to communicate.

An interesting topic to look at is how autistic children who have aspergers or autism learn langue different to a child who doesn't. How they fit onto the spectrum of learning a language and how the struggle with eye context and conversation. Language is a things that we all learn differently but mostly in the same way.

Ok, so by the time we each adulthood, we have learnt about 100,000 words. As linguists, we mustn't over analyse the ways of learning language, just remember context is important in helping to achieve this. 

Analysis of a transcript linking back to CLA

So here is the beginning of a whole lot of analysis to do with this topic. The transcript we look at today was actually from 2013 question paper, with the question:

Referring in detail to the transcript and to relevant idea from language study, analyse the language used by children and their caregivers.

This question will always be question one of the exam. Here is the analysed transcript that we went through in class:

Context: Lou is the adult and is an auntie to Ruby. She is looking after her while her Mum is busy. They have just come in from an outing and are in the kitchen. The other names are for the cats.

Lou: shall we take your jacket off

“shall” is a modal auxiliary verb and is used as a politeness strategy to get Ruby to get her coat off, which links back to the context of just coming in from an outing and using an interrogative sentence to start the conversation. The pronoun “we” suggest Lou is looking for collaboration in this task.

Ruby: it's not a jacket it's a coat

The declarative statement back from Ruby shows she is trying to correct what Lou is saying

Lou: oh (.) sorry (.) shall we take your COAT off then

Emphasised noun shows Lou reinforcing her language to show she understands Ruby

Ruby: mmm

Non-verbal response 

Lou: are you going to be a bossy boots all morning

The adjective “bossy” is added to a pre-modified noun. This can be linked back to gender as it is normally applied to women due to it being not expected for women to be bossy as men are normally known as the boss. It is also alliteration.

Ruby: [nods & laughs] (3.0) what's up wiv Felma

Contraction is used showing for a young age of about 3 – 4 she understands what they are used for. “Wiv” and “Felma” shows she could be in the post telegraphic stage and still making colloquial errors as she struggle with the “th” sounds. She also flouted one of Grices Maxims as she quickly moves on to the next subject.

Lou: Thelma [questioning intonation] (1.0) oh (.) she's been a silly girl (1.0) she's been fighting

Pronounces “th” in “Thelma” as a way of reinforcing the correct way of saying it. “silly girl” is another pre-modified noun.”

Ruby: what did it (.) what what was it (.) em Simba bitted by a dog

She uses the hedge “em” as an connective and she uses a lot of simple syntax to talk. “bitted” shows she added “ed” to an irregular verb. This can be linked back to what Chomsky’s L.A.D says about being language being nature and the results of The Wug Test by Jean Berko-Gleeson.

Lou: Simba got bitten by a do::g [questioning intonation] oh no is he all right

Lou repeats the sentence back correctly and changes her tone of voice when saying dog to show she is worried. In this transcript, a lot of interrogative syntax is used to keep the direct conversation going and to avoid using imperatives, which can also be linked back to gender and what Robin Lakoff said about it being a trait of female language and being co-operative in converstaions.

Ruby: yeh

Lou: yes

Replying with “yes” so show more polite.

Ruby: he's better now

Lou: is he better now (.) the vet looked after him [questioning intonation] (2.0)

Ruby: no we took him to the bets two times but he's better

She struggles to pronounce the “v” sound”

Lou: he's better [questioning intonation] oh that's good (.)

Thelma's getting better

Ruby: Sim (.) Simba

slept on my (2.0) Fergal and Simba slept on my bed

There is a bit of overlapping with conversation and she flouts the maxims again to change the converstion.

Lou: oh (.) last night [questioning intonation]

Ruby: yeh

Lou: is there room on your bed for two pussy cats and you

Connotations of childish descriptions on animals. For the next few sentences, it shows that Ruby understands the concept of adjacency pairs and how conversation structure works. Also, the use of pola questioning that require simple answers.

Ruby: yes

Lou: is there (.) do they not get (.) do you not get pushed out of bed every night by two big pussy cats

Ruby: no

Lou: they're almost as big as you your cats (1.0) shall we have some jam on toast

Ruby: yes

Lou: would you like some apple juice as well

Ruby: yes

Lou: what would you like first

Ruby: apple juice

Lou: apple juice (.) a little glass [questioning intonation]

Ruby: yes

Lou: yes (1.0)

Ruby: big girls have glass don't they

Lou: yes (.) big girls have glasses (.) it's all I've got (.) glasses (2.0)

Ruby: grandma has glass and cups

Lou: grandma has glass and cups does she (.) and what do you have at grandma's (1.0)

Shows that she is not at her Grandmas house

Ruby: apple juice and orange

Lou: apple juice and orange (.) there we go (.) where are you going to sit to have this (.) do you want to sit at the table

Shows how repetition is important in conversation to help stimulate Ruby’s language.

Ruby: I'll sit (.) I want to sit in the room

Lou: oo:: no (.) not with your apple juice

Elongation of the “oh no” shows Lou is taking to Ruby at her level, showing she is trying to stimulate Ruby's language.

Ruby: only wiz my toast (2.0)

Lou: sit here and I'll move my things out of the way

Ruby: only in (.) only wiz my toast

Lou: okay (.) there you go (1.0) can you manage

Ruby: Mummy got Mummy's moved a bed

Lou: Mummy's moved her bed or your bed [questioning intonation] (2.0)

Ruby: her bed (.)

Lou: right (.) where's she moved it to

Ruby: (3.0) that (.) bit [pointing left]

Lou: that bit [laughs]

Ruby: then the baby's mattress is (.) on that bit [pointing right]

Here is a link to the context about why is Ruby is being looked after because her mum is having a baby.

Lou: a::h I see:: (1.0) so Mummy's moved her bed so she can fit the bed in for the baby (.) you excited about the baby [questioning intonation]

Ruby: (2.0) it's coming after Christmas

Lou: after Christmas (.) is Father Christmas going to bring it

Ruby: no (.) Mummy's made it

Lou: [laughs] Mummy's made it has she (.) she's clever your Mummy isn't she

Ruby: we don't know how she made it cos the books shows us (.) how's it (.) she made it

Lou: oh right (.) has she read the book with you (1.0) or are you getting a book

Ruby: (2.0) we haven't got a book about the baby we getting a book

Pauses show that Ruby is thinking before what she is about to say to make sure she gets it right.

Lou: are you looking forward to the baby (.) do you want a baby brother or a baby sister

Ruby: (3.0) I want a girl

Gender stereotype of a girl wanting a baby sister rather than a brother.

Lou: a girl (2.0)

Ruby: I want to call it Dora

Lou: [laughs] Dora (.) after Dora the Explorer

This shows Lou is up to date in children’s TV and knows what Ruby is talking about.

Ruby: and when she gets bigger (.) she (.) she can explorer [laughs]

Ruby misses out the indefinite article that shows she still as some thing's to learn about correct way to form sentences and Lou replies back in the correct form so that Ruby can learn from her.

Lou: [laughs] when she gets bigger she can be an explorer

Ruby: no (.) Mum said when we at Sun (.) Sunday dinner (.) she'll be adorable [laughs]

Lou: adorable (.) that's clever isn't it

Total marks for this question is 48 marks and its split up into 3 categories:

AO1 - 24 marks - half the marks are for language analysis and that looking at things like tenses, pre-modification, adjacency pairs, definite and indefinite article, interrogatives/passive syntax, auxiliary verbs ect

AO2 - 16 marks - this look at stages and theories like Chomsky, Skinner, Debroy, Jean Berko-Gleeson, critical acquisition period ect.

AO3 - 8 marks - finally these marks are for context. How the text links back to gender, power technology or adapting language.

Links to real transcript and mark scheme for it: 

http://filestore.aqa.org.uk/subjects/AQA-ENGB3-DB-JAN13-CR.PDF

http://filestore.aqa.org.uk/subjects/AQA-ENGB3-W-MS-JAN13.PDF

Stephen Fry's Planet Word

It was in North-East Africa where it is beloved that humans first evolved and so did language. Nouns, verbs and adjectives where born and so was the mystery of how children aged 2-5 learned to pick up language with quick skill, when we know now as adults how difficult it is to learn a new language. And it is the same everywhere around the world.

The different stages of development in a child's language learning are important to remember:

9 months - this is normally the beginning of the process where babbling starts to turn into phonemes like "ca", "ba and "ta". 

18 months - this I known as the first word stage as child begin to let language move their mouth more to create the words like "mummy" and "daddy".

2 years - the 2 word stage is where the child can begin to express language a bit more as they begin to gain higher semantically awareness but still need to word on structure. They seem to understand a lot more than what they can produce.

Up to the age of 3 - there is an increase in more linguistical language development and from then on language become easier and easier to acquire but it's still so complicated. Like what Skinner says about turn taking and how we seem to automatically know how to structure a conversation about who speaks forts and then second, keeping or flouting Grice's Maxims, even from a young age:

http://www.youtube.com/watch?v=_JmA2ClUvUY

So, how do we learn language and what's different between language and communication?

We know that animals can communicate but humans have become a sophisticated species to turn communication into language. Michael Thomas Eller, an evolutionary linguist, has manage to shows that animals are tied to their emotions to create noises like monkeys with little flexibility needed. However, better vocal appertaus like human is need to properly talk. Because of this, many different psychologist have tried to get apes and chimps to talk through the use of sign language, like Nim Chimpsky. This experiment showed us that they could never grasp the concept of using grammar in sentences but could sign simple nouns and verbs. They didn't have any linguistic creativity. Humans somehow had an revolutionary step, maybe the Fox-P-2 gene had something to do with it, but it is believed that we made this step in order to make it easer to collaborate to collect food and also something in the female DNA that need something like speech, to keep the tribes together to create a social cohesion for the children of the tribe. It was important to succeed so the children could grow up, keep pro-creating amd helping to pass knowledge across the generations. The main question being, did language changed us?

Language has now become and intellectual part of human nature and know 50-80% of the brain in involved in language. It all goes back to the nature vs nurture debate and how the forbidden experiment need some luck like the wild child called Victor to add evidence of the critical acquisition period. It shows that if we don't learn languge by the early puberty stage they we won't be able to use language at all. We might be able to pick up some nouns like Victor but won't be able to grammar to structure them. It tells us both nature and nurture is important as we are born the the DNA to speak but it needs to be stimulate by our environment to let it archive it's full potential. This can be linked back to Deborys research, showing how him and his wife as parents helped to develop their sons languge by stimulating him with positive responses so giving us a clue in how a child quickly develops their language.

An important peice of research to look at is from Professor Stephen Pinker. He looks how words in languge need to develop from the same linguistical environment. Context has become a significant part of how a child is going to learn from need certain words and how to associate them to the context e.g water, food, play, bed. It is also important to be creative with language for example with stories. From kinethtic to more narrative ones using rhyming couplets as a memory device as children aerial more like to remember the phonetics of the sentence rather than the words to begin with. Stories are also important as they are part of the bedtime routine that inspire children to have their own idea for stories and role play too. 

Another piece of important research tomorrow was done in 1958 by Jean Berko-Gleeson. It was called The Wug Test. In this test, the researcher would ask the child a question, "If this is a wug, what are they?", using visual aids to help and the determiner "they' to change the grammatical language. The child responded with "Wugs". Straight away, the child, even though it was a nonsense word, knew to add "s" to plauralise the word. The same with adding "ed" to make in a verb and "er" for past tense. The whole experiment supports Chomskys L.A.D, showing language is part of us from the very beginning and we know how to use it. This peice of research also shows the amount of language parents provide their children before they start school, around the age of 5, is crucial. Contextual factors around the home can affect this as you need active responses to develop communication. As shown by Labove, as he showed a change on context to pupils like teacher sitting eye to eye with them, made they engage in convertsaion more that if the teacher was standing over them. Showing that it looks like the couldn't access language but actually it was more to do with that they didn't want to. There is no eveidnce to show that actively coaching your child to speak can improve your child's ability to language anymore than if you don't.

So back to children in contextual settings, it maybe that children that go to nursery are more likely to learn possessive nouns more than if they don't because they are surrounded by lots of other children their own age and have to learn to share therefore picking up collaborative language also quicker. Also the role of genders is important to look at to as the role of the father has changed a lot. Once upon a time, they could have afforded not much contact with their child and mothers became the child's way of learning languge but now that is changing. Another little idea to think about is how a father tried to each his son to speak am different language to begin with but as soon as the son got more enfolded with his surrounding environment and realised other people didn't speak the language he was speaking, he dropped it. It stopped being the fun little game him and his father played and this was at the age of 3.

Sign language is also an interesting part if language to look at and it can be question is it actually a languge? However, people who sign maybe can't hear but they can communicate. It is a visual language and from a child's point of view, access to language through sight, face to face communication, is very important in the early stages of learning languge as it is visual before phonology. When talking about CLA, never dismiss visual importance on communication said the child to repetition to signify meaning for the representation of characterisation on words, people and places.

So overall in this episode by Fry, language never stays still. Change is definite and language is an important part that defines who we are!

To find out more about this documentary, follow this link: http://www.bbc.co.uk/programmes/b015h1xb

The Frameworks and Spoken Language

Back to basicas - who remembers the frameworks! 

The features of spoken language 

Grice's Maxims - he beloved that co-operation was they key to conversations and that conversation followed 4 maxims:

Quantity - you shoul say no more than what is required unless expected

Relevance - saying relevant things in the conversation, otherwise the conversation is disrupted and will             not make sense 

Manner - speaking in a clear, orderly manner to avoid ambiguity 

Quantity - how to be truthful and not say anything false

If we break these maxims, it's called flouting them and conversations break down. We don't like it when people go on for too long, dominate, lie or refuse to acknowledge short on the conversation. Nut when it comes to children speaking, they flout these maxims all the time but that is good. It is showing their intelligence to follow and copy the rules of language even when it is not correct.

Another important feature of spoken language when it comes to children's languge is Hallidays functions of spoken language:

Recap on language and ...

So back to the AS stuff, let's beging with:

Language and Gender

All you need to remember is the 3Ds and the 2Cs. 

3Ds:

Deficit - this is about how women's language is less assertive like Janet Holmes (1984), found out more women use facilitative tags to show softening concer compared to men who are more likely to use medal tags to seek information

Domimce - how the mans language in a conversation likes to dominate like shown by Zimmerman and West (1975), show men are more likely to interrupt in a conversation.

Difference - comparing men and women's language in same or different sex conversations 

This can be linked to the 2Cs. This research is done by Deborah Tannen and Jenifer Coates: 

Competition - the adversarial style of a conversation, where the speakers vie for turns and where participants are more likely o contradict each other that build on each other's contributions. This is more likely to be a part of a mans conversation.

Co-operation - refers to a type on conversation where work together to produce share meanings. This is more likely to be linked to a what type of conversation women speak.

One more good linguist to remember is Robin Lakoff - the politeness principle and the theory of how women are mor likey to comply to the grammatical rules than men.

More theories and theorists below: 

Language and Power 

 

Remember the 2 Is: 

Instrumental - assertive power like rules and codes.

Influentail - persuasive power like advertising and speeches.

These two are important to think about for the context of CLA as parents want to use a mixture of both to assert power over their child. More instrumental through imperative sentences when they want to stop their children from doing something, but more influential power through intterogtive and declarative sentences. 

Other important theorists to know:

Brown and Levinson - how positive face = positive politeness and negative face = negative politeness, which the speaker can also use to be tactical as well.

Norman Fairclough - about how power is used behind and in the discourse, the use of synthetic personalisation to create a artificial relationship between the reciter and the producer, especially used in advertising/infulentail power.

This is good to think about when coming to language change.

Language and Technology 

This link here is to a very interesting article about who in the UK swears the most of twitter! This shows how language around the country is changing as some people are more strict with their language where other just freely say whatever they want!

http://www.bbc.co.uk/news/uk-29124416

What Youtube can show us about language!

There are many clips on YouTube that involve the older generation filming the younger one being cute with language, whether that is just starting to babble or go into the first or second word stages but it can be useful for data on how children improve and use language.

To start, this clip: https://www.youtube.com/watch?v=hKD6jzUxkek, which is a baby coping his Dad when he makes a "ahhhh" noise. This helps to show that from a young age, we as human know the idea of how turn taking works. Who speaks first, then who speaks next and so on. It also shows how we as parents respond to the level that our child is speaking, beginning to use pragmatics and explore the interactive nature of communication like this link of a child using lots of baby talk like babbling/non-verbal communication to talk: https://www.youtube.com/watch?v=13hRsyEbX4Q and how in this link: https://www.youtube.com/watch?v=3ZGi57Zl1Qk&feature=related, the child is just beginning to pick up certain softer vowel sounds to try and sing the words to happy birthday.

Gesturing and body language also becomes a great deal and it becomes easier to express what they want to say. This link here: http://www.youtube.com/watch?v=7gSZfW4gVhI&feature=related shows a bit more extreme gesturing as this child at the age of 1 is using sign language to communicate but the parents is also responding to her child's correct sign in positive tones. This is important as it helps to motivate  the child to carry on to speak or gesture in this case, helping the child to want to pick it up quicker.

This is a good link to find out more detail: http://linguistlist.org/ask-ling/lang-acq.cfm

Horizon - How do we speak??

So how do we speak? Horizon is a documentary program that aims to explore questions like this and its not specifically to do with children but the bases come from CLA - Child Language Acquisition. It discusses how we as humans are defined by are use of language to communicate and how speech and language defines us as a species. We are very sophisticated in our way on learning language as children can pick it up with minimal effort compared to adults and learn through a natural process and not being taught! However, this leads to the main debate in CLA. Do we learn it through nature or nurture? Are we born with the DNA coding to learn to speak or od it the environment around us that helps is to speak. How we learn to speak is even a mystery to the experts!

One expert in the field is Professor Deb Roy, a cognitive  scientist who wanted to see and hear how children learn to speak so his home became the lab, set up with camera and microphones as his son became the guinea pig. It became known as The Speech Home Project and up to the age of three, he filmed his son everyday learning to speak. The data saw his son go through the different stages of babbling, single word stage, two word stage and finally including more grammatical structure with the words. After going back through the data, he began to discover the way his wife and him were talking to their son affected how he learnt to talk. By positive responses and reinforcement, his son seemed to pick up language quicker. This is the same with all parents with kids. Simplifying their words and syntax and elongating words, which is known as convergence, shows they were doing it to be to be in the same level as the child. This is an example of parentese. Phonological awareness is how children begin to learn by listening to the tone, phonological features and intonation.  This lead onto longer sentences as the child developed and to the age of 5, a child will have learn over 5,000 words. Mainly verbs, nouns and determiners. All this research could lead us to see how words are born but at the moment, Deb Roys research is the clearest we have.

Human's are the only species that can convey complex meaning and thought through language, which makes us unique. Humans have tried to teach animals like the chimp Viki, however it didn't work as chimps have different vocal apparatus to us and there are certain brain processes that are stoping animals to speak. And also human can have this to shown in the case of Steve Speer. An accident cause him to have a stroke and has trouble recalling words. With the help of improved scanning, they managed to see what happened and how the damaged affected language response. More research looks into how babies only a day old could recognise its mothers voice showing we tune to the sound of speech and speech we recognise as soon as we are born. Another example that points to the fact we are born with the innate ability to speak is from a guy called Christopher, who is autistic and knows over 20 languages and has the ability to learn the languages quickly.

The Godfather of linguistics, Noam Chomsky theory is the basic of language is innate and easy though it looks complex for children to pick up. How the sentence structure, word order, meaning  and sound need to be learnt at an early age, which comes back to the nature/nurture debate.  The Forbidden experiment also come into this as they want to see if isolation of a child up to the age of 7 will make learning language difficult? Geni, wild child's and zebra finches experiment are the closet they have got to seeing if this affects learning of language and the zebra finch's showed that 3/4 generations after language could be learned again. However, due to the ethics this experiment with humans, it wouldn't be acceptable to do. Follow this link here to find out more about Geni: https://m.youtube.com/watch?v=hmdycJQi4QA

Chomsky's L.A.D is an important part of the nurture debate to why we can speak. He believes we are born with the blue print to have language that needs to be stimulated. This could be back up from the ground breaking recent research of the Fox-P-2 gene that was would to control out ability to speak in our DNA. This is evidence that we are born with ability to speak and support for L.A.D. However, Skinners Critical Acquisition Period can also use the gene ti show that you need both nurture and nature to develop language because even though you are born with this gene, it needs to be stimulated. There needs to be a connection between speech and cognitive learning. Origins and idea of language had been shown to develop unconsciously over time and there are many more factors that can effect language. When identified, all the components can show us how to be human.

To find this documentary, follow this link: https://m.youtube.com/watch?feature=related&v=PZatrvNDOiE

Beginning the A2 course

Important link to the course specification, past papers and the frameworks:
http://www.aqa.org.uk/subjects/english/as-and-a-level/english-language-b-2705

This link is to David Crystals blog, which I belive is more useful than his website as it is more personal and link better to why he is so intrested in language:
http://david-crystal.blogspot.co.uk/

The Enlgish and Media magizine last eyar was very useful in producing vidoes, articles ect that had linguists speak about the different theories on technology, power and gender but also other useful topics aswell:
http://www.englishandmedia.co.uk/index.html