First Language Aquisition

BY MAHA NOOR MALIK

What is first language acquisition?

 First language acquisition is a process by which human beings acquire and develop their
native language naturally. This process starts from birth and continues to go through
various stages as the child grows. It does not need any formal training or instructions.
 For example: If a child born in France will speak French as his first language because that is
the language that he has been exposed to from his birth.
Difference between First Language
Acquisition (FLA) and Second Language
Acquisition (SLA)

 FLA is a process through which a human child acquires their native language during the
early childhood. It is not formally taught by someone, meaning no one teaches them
correct grammer, sentence structure or tense. Instead they pick their first language from
the environment they are raised in naturally by instinct. It happens unconsciously and
occurs in early childhood within the critical period.
 Whereas, SLA, is the process of learning another language in addition to the first one. This
process requires conscious effort and instructions. One must study and practice grammar,
vocabulary, etc. to learn a second language
Key features

 Innate ability
 Stages of development
 Role of input
Innate Ability

 By innate ability, we mean that we all have a biological system that allows us to acquire a
language naturally. This is often called Language Acquisition Device (LAD) , which was
proposed by Noam Chomsky. According to him, LAD allows us to understand language
rules without any formal instruction as humans are born with the mechanisms to do so.
There is a period called the critical period which is from birth to puberty, and during this
period a child is more receptive towards language learning. However, for any reason, if a
child is not able to speak or learn the language during this period, he/she will not achieve
full linguistic competence.
STAGES OF FIRST LANGUAGE
ACQUISITION:

First language acquisition is a fascinating journey that children undertake,

progressing through various stages as they develop their linguistic abilities. Let's
delve into the key stages in detail:
By AQIB ARSHAD
1. Pre-linguistic Stage (0-12 months):

 Crying: The earliest form of vocalization, crying serves as a basic communication tool for
infants to express needs like hunger, discomfort, or attention.

 Cooing: Around 2-3 months, infants begin to produce vowel-like sounds, often
accompanied by smiles and eye contact. These cooing sounds are typically soft and
pleasant.

 Babbling: Starting around 6-9 months, infants begin to combine consonants and vowels
into syllable-like sequences, such as "bababa" or "dadada." Babbling is a crucial step in
developing speech sounds and experimenting with language.
 2. Holophrastic Stage (12-18 months):

 Single-word utterances: Children in this stage use single words to convey complete
meanings, relying heavily on context and gestures to supplement their limited vocabulary.

 Overextension and under extension: Children may overextend a word's meaning (e.g.,
calling all furry animals "doggie") or under extend it (e.g., using "juice" only for their favorite
brand).
3. Two-word Stage (18-24 months):

 Simple sentence structures: Children start combining two words to form simple sentences,
such as "more cookie" or "mommy go.“

 Telegraphic speech: These early sentences omit function words (like articles, prepositions,
and conjunctions) and focus on content words, resembling telegrams.

 Emergence of grammar: Children begin to acquire basic grammatical rules, including

word order and subject-verb agreement.
4. Complex Sentence Formation (24+
months):

 Expansion of sentence complexity: As children's vocabulary and grammatical knowledge

grow, they start producing longer and more complex sentences.

 Use of function words: They incorporate function words into their sentences, making them
more grammatically correct and nuanced.

 Development of syntax: Children learn to arrange words in sentences according to the

rules of their language, mastering sentence structure and word order.

 Mastering morphology: They acquire the ability to use morphemes (the smallest units of
meaning in a language) to modify words, such as plurals, past tense, and possessives.
Key Factors Influencing Language
Acquisition:

 Biological factors: Brain development, innate language acquisition device (LAD), and
genetic predisposition play significant roles.

 Environmental factors: Exposure to language-rich environments, parental input, and social

interaction are crucial.

 Cognitive factors: Cognitive development, memory, and attention influence language

learning.

 Individual differences: Children vary in their rate of language acquisition due to factors like
temperament, personality, and learning style.
Biological Basis of First
Language Acquisition
The biological basis of First Language Acquisition refers to the innate mechanisms and
neural structures that enables humans to learn language naturally, typically during early
childhood.
BY ZARMENA IQBAL
Critical Period Hypothesis

 The critical period hypothesis suggests that there's a specific

window of time during early childhood when language
acquisition is most efficient.
 During this period, the brain is particularly receptive to language
input, facilitating rapid and effortless learning. This time period is
typically before puberty.
Neuroplasticity and Language Learning

1. Brain Adaptability: Neuroplasticity, the brain's ability to change and

adapt, plays a crucial role in language learning.
2. Neural Networks: As infants are exposed to language, neural connections
are formed and strengthened, creating specialized networks for
language processing.
3. Language Centers: These networks involve areas like Broca's area,
responsible for speech production, and Wernicke's area, crucial for
language comprehension.
Brain Structure
Involved in Language
Acquisition

• Broca's Area:
Speech production
• Wernicke's Area:
Language comprehension
• Motor Cortex:
Movement control
• Auditory Cortex:
Sound processing
Acquisition of Phonology and Syntax

1. Phonology: Children learn to distinguish and produce the

sounds of their language, developing their phonological
system.
2. Syntax: They also acquire grammatical rules, including word
order and sentence structure, enabling them to create
meaningful sentences.
Role of Innate Language Faculty

 Universal Grammar: Noam Chomsky's theory proposes an

innate language faculty, suggesting humans are born with a
basic understanding of grammar and language structure.
 Language Acquisition Device: This faculty, known as the
Language Acquisition Device, allows children to quickly
acquire language by extracting patterns and rules from their
linguistic environment.
Bilingual Brain Development

 Bilingual children develop distinct language networks

for each language they acquire, showcasing the brain's
remarkable adaptability.
 These networks can interact and influence each other,
potentially leading to cognitive benefits such as
enhanced executive function and attention.
Environmental Factors and Language
Exposure

1. Input Quality: The quality and quantity of language input children

receive play a crucial role in their language development.
2. Social Interactions: Frequent conversations and interactions with
caregivers and peers provide opportunities for language practice
and feedback.
3. Cultural Context: The cultural environment influences the type and
amount of language exposure, shaping the child's linguistic
experience.
ROLE OF INPUT

BY SHABANA JALAL
Why is the role of input important?

 In order for a child to acquire their first language, it is crucial for him to have an
environment and social interactions to help him develop the language. Even though
humans are born with an innate ability to acquire a language, if they are not exposed to
the right conditions, that child may never develop the full competence required to shape
their linguistic development.
 For example: If a child is raised among cats, then the child will start meowing like a cat
instead of speaking a language understood by a human.
Caregiver Interaction

 When a caregiver interacts with a child directly to communicate with their young ones,
they often use simple vocabulary, repetition, and exaggerated tones to engage a child. A
caregiver would point at an object to engage a child by focusing their attention on that
object. For example, a mother points to an animal and says, “A kitten.” A caregiver will
also correct a child and indirectly help them expand their sentences. For example, a child
says “hungry”. In response the mother would ask, “Is my baby hungry?”
 If a child is not engaged with he would have a trouble acquiring a language
 Another example is of a household where the parents do not interact with a child and the
child has no playmates of his own age. Such a child will have trouble picking up a
language and as a result, will have a speech delay.
CHALLENGES IN FIRST
LANGUAGE ACQUISITION

Such as ‘Variability in Development’, ‘Language Disorders’,

and ‘Impact of Sensory impairments’.
BY MUHAMMAD SAAD
VARIABILITY IN DEVELOPMENT

 Late Talkers: Children who start talking later than their peers, typically after 24 months.
Research suggests that 10-15% of children are late talkers.
 Causes of Late Talking: Genetic factors, developmental delays, hearing impairments, and
environmental factors such as limited parental interaction.
 Characteristics of Late Talkers: Limited vocabulary, simplified sentence structures, and
difficulty with word retrieval.
 Interventions for Late Talkers: Speech therapy, parental training, and augmentative and
alternative communication (AAC) devices..
LANGUAGE DISORDER

 Speech Delays: Difficulty articulating sounds, syllables, or words. Can be caused by oral-
motor difficulties, hearing impairments, or developmental delays.
 Stuttering: Repetition or prolongation of sounds, syllables, or words. Can be caused by
genetic factors, neurological factors, or environmental factors.
 Specific Language Impairment (SLI): Difficulty with language development, including
vocabulary, grammar, and pragmatics. Can be caused by genetic factors, brain injury, or
environmental factors.
 Interventions for Language Disorders: Speech therapy, language therapy, and AAC
devices
IMPACT OF SENSORY IMPAIRMENT

 Impact of Sensory Impairments

 Hearing Loss: Can significantly impact language development, particularly if left
untreated or undertreated.
 Causes of Hearing Loss: Genetic factors, infections, trauma, and exposure to loud noises.
 Effects of Hearing Loss on Language Development: Delayed or disordered language
development, difficulty with speech perception, and reduced vocabulary.
 Interventions for Hearing Loss: Cochlear implants, hearing aids, and speech therapy
 CULTURAL &
ENVIRONMENTAL INFLUENCE

EXTERNAL FACTORS OF
FIRST LANGUAGE ACQUISITION [ L1 ] BY MARYAM FARID
CULTURAL INFLUENCE OF FIRST LANGUAGE
ACQUISITION

 Key Role of Culture:

 Culture influence upon first language acquisition (L1) shapes the usage of
linguistic ability.
 Shaping Language Priorities
 Culture defines linguistic priorities and communication styles.
 Culture determines what is important to communicate (e.g., respect,
individuality).
 Vocabulary, grammar, and communication styles are influenced by cultural
norms.
FACTORS UNDER CULTURAL INFLUENCE

 LANGUAGE INPUT STYLES:

 Definition:
 The way caregivers and society provide linguistic input to a child.
 Types of Input Styles:
 Child-Directed Speech (Western Cultures):
 Simplified, repetitive phrases to engage the child actively.
 Example: “Look at the doggy! You like the doggy?”
 Outcome: Builds vocabulary and encourages interaction.
 Passive Learning/Observation-based Learning (Other Cultures):
 Focuses on observation and imitation without direct engagement.
 Example: Children silently observe conversations and mimic phrases over time.
 Importance:
 Different input styles shape how children understand and acquire language skills.
MORE UNDER CULTURAL FACTORS

 SOCIAL NORMS:
 BILINGUAL/MULTILINGUAL ENVIRONMENT:

 Definition: Societal expectations for appropriate language use.

 Definition: Exposure to multiple languages at home or in
 Examples: the community.
 Politeness: Using "please" and "thank you" in daily  Example:
conversations.
 One parent speaks Urdu and another speaks English.
 Honorifics and Titles: Referring to elders as “Chacha,”
 A cup of glass is in front of a child for visual aid.
“Aunty,” etc.
 Then the child hears "pani" from one parent and
 Formal vs Informal Speech: Using different speech levels
"water" from another, learning both terms.
based on the social hierarchy (e.g., "sir," "ma’am").
 Impact:
 Impact:
 Enhances cognitive flexibility and vocabulary
 Shapes how children communicate respectfully and development.
appropriately.
 Encourages cultural understanding through
 Helps children understand the relationship between language diversity
language and societal roles.
ENVIRONMENTAL INFLUENCE

 Role of Environment:
 Environmental influence upon first language acquisition leans more
towards the interaction aspect which polishes the child’s linguistic skills.
 Exposure and Interaction
 Interaction with caregivers, peers, media, and community determines
language input quality.
 Quantity and quality of exposure impact vocabulary and fluency
development.
FACTORS OF ENVIRONMENTAL INFLUENCE

 SOCIOECONOMIC STATUS:
 Definition:
 Refers to a family’s social and economic standing within a society.
 Impact on Language Development:
 Time & Resources:
 Families with higher SES can spend more time and provide diverse resources for
language learning.
 Examples: Books, language classes, digital learning tools.
 Learning Environment:
 High SES families expose children to richer linguistic environments.
 Contrast: Limited resources in low SES families might restrict opportunities.
FACTORS OF ENVIRONMENTAL INFLUENCE

 COMMUNITY ENGAGEMENT  TECHNOLOGY EXPOSURE

 Definition: Interaction with extended family  Definition: Use of digital tools to enhance
and the local community to support language language learning.
growth.
 Examples:
 Example:  Watching videos, cartoons, and educational
 In a joint family, children communicate shows.
with grandparents and relatives, building  Using apps designed for language learning,
vocabulary. such as Duolingo or ABCmouse.
 Impact:  Impact:
 Enriches linguistic exposure through diverse  Provides interactive, engaging language
communication styles. experiences.

 Encourages understanding of cultural  Allows for self-paced learning beyond the

traditions and storytelling. immediate environment.
Cultural & Environmental Influence
Connection

 Interdependence Between Culture and Environment:

 Both are inseparable and contribute equally to language acquisition.
 How They Work Together:
 Culture:
 Provides linguistic norms, values, and context (e.g., honorifics, politeness).
 Environment:
 Enhances exposure through interaction with family, media, and the community.
 Example:
 In joint family systems, cultural norms (e.g., using honorifics like "Chacha") combine with environmental
factors (e.g., conversations with extended family) to enhance language development.
 Conclusion:
 Together, they form a dynamic system that shapes linguistic and social growth.
 Thank you for your time and attention!

Feel free to reach out with any questions or feedback.

Participants:
MAHA NOOR MALIK SHABANA JALAL
AQIB ARSHAD MUHAMMAD SAAD
ZARMENA IQBAL MARYAM FARID