ANTONETH T. PINEDA,B.E.ED-III 1.Read more theories of language acquisition such as the behaviourists nativists the social interactionist theories.

Introduction There is no simple answer that explains where words come from. So, as parents and teachers help children to talk, they should understand that there is no clear theory that explains how children learn the language they need to become skillful in reading and communication. However, there are some key theories that have been developed to explain language learning: behavioral, linguistic, and interactional. Looking at the theories and the history of language theory development helps us think about language development from different points of view. The shortcomings of these theories illustrate that language is not easily explained. 1.1 Statement of the Problem A major concern in understanding language acquisition is how these capacities are picked up by infants from what appears to be very little input. A range of theories of language acquisition has been created in order to explain this apparent problem. These theories differ but they form the basis of the mystery behind language development among children. Thus, this paper examined the major language development theories in children. 1.2 General Objective The general objective that guided this paper was to examine various language development theories in children. 1.3 Significance Language acquisition forms a critical stage in development of children. Thus, an examination of various theories that are used to explain language development among children remain of great importance not only to teachers but also to parents and caretakers. These theories can unveil, though not wholly, the mysteries surrounding language development. 1.4 Background about theories The earliest theory about language development assumed that children acquire language through imitation. While research has shown that children who imitate the actions of those around them during their first year of life are generally those who also learn to talk more quickly, there is also evidence. that imitation alone cannot explain how children become talkers.

2.0 Theories of Language Development There are various language development theories that have been propagated by various proponents. This section briefly examines four main theories. These include Behavioral Theory, Nativist linguistic theories, social interactionist theory and cognitive theory 2.1 Behavioral Theory Behaviorists believe language is something that can be observed and measured. The need to use language is stimulated and language is uttered in response to stimuli. To the behaviorist, competence in the rules of language is not as important as the ability to speak it; speaking is what makes language real. Knowledge is a mental state and the structure of a language doesnt make it a language; it is the function of speaking words that makes a language a language.

2.2 Nativist Linguistic Theories The manner in which a child acquires language is a matter long debated by linguists and child psychologists alike. The father of most nativist theories of language acquisition is Noam Chomsky, who brought greater attention to the innate capacity of children for learning language, which had widely been considered a purely cultural phenomenon based on imitation.

2.3 Social Interactionist theory This theory is an approach to language acquisition that stresses the environment and the context in which the language is being learned. It focuses on the pragmatics of language rather than grammar, which should come later. In this approach, the beginning speaker and the experienced speaker--be they child and adult or second-language learner and fluent speaker-exist in a negotiated arrangement where feedback is always possible.

2.4 Cognitive Theory of language development This theory was proposed by Jean Piaget. He theorized that language is made up of symbols and structures, but exhibits itself as a childs mental abilities mature. In addition, language is only one of many human mental or cognitive activities. Piagets view of how children's minds work and develop has been enormously influential, particularly in educational theory. His particular insight was the role of maturation (simply growing up) in children's increasing capacity to understand their world:

3.0 Conclusion Language development is a complex and a unique human quality that no theory is as yet able to completely explain. Newer theories will probably develop from what has already been explored. This could be taken from cognitive to interactionist approach where the relationship of psychology and the environment needs to be explored in greater depth. 2.What does research say about the effect of bilingualism on language learning? A bilingual teacher(speaker) is one who has inherent form,content,style, syntax,semantics,vocabulary as concepts embed in his cognitive domain memory as a native speaker of his language with variants in vernacular speech and dialects within the social interact as a mode of communication. In synergic association with another language with similar form,content,style,syntax,semantics,vocabulary as concepts with socio-historical language features will not have much effect in language teaching except in areas of phonetics or semantics in the vocabulary. 3.The four language arts usually come in the following order: listening, speaking, reading, writing. Does this means we always teach in that order? Or are there times when writing can be taught before reading? Speaking and Listening; Reading and Writing focuses on the interrelatedness of the literacy strands. Whilst the different forms of writing provide the backbone for each unit, all of the suggested units of work involve speaking, listening and reading as well. Furthermore, each locates the literacy skills to be developed within a different curriculum context. Language arts is the term typically used by educators to describe the curriculum area that includes four modes of language: listening, speaking, reading, and writing. language arts teaching, several modes are usually used in each activity or set of related activities. For example, students in literature groups may read literature, discuss it, and write about it in response journals. In 1976 Walter Loban published a study of the language growth of 338 students who were observed from kindergarten through grade twelve. He found positive correlations among the four language modes both in terms of how students developed competency in each, and of how well students ultimately used them. His study demonstrated the inter-relationships among the four language modes and influenced educators to address and more fully integrate all four of them in classrooms.