CLA- all theories

CLA THEORIES

AITCHSON’S THEORY ON DEVELOPMENT OF MEANING (NETWORK BUILDING)

-          Every child has an innate ability to learn language, and children follow similar patterns in learning

-          Speed of learning is influenced by this innate ability and the child’s environment

-          There are three stages in acquiring language:

o    Labelling: linking between sounds and objects

o    Packaging: understanding a word’s range of meaning

o    Network building: creating connections between different words

SKINNER’S BEHAVIOURISM THEORY

-          Language is a behaviour which is learnt through copying

-          This copying is then rewarded or discouraged through positive and negative reinforcement

-          Positively reinforced language is known as operant conditioning

-          Use in a text if a child is using colloquial terms, or copying something a teacher has provided e.g handwriting practice 

CHOMSKY- NATIVISM THEORY

-          Direct criticism of behaviourism

-          States children are born with an innate ability to use language, and this natural disposition is triggered by hearing speech

-          Every child has an LAD – language acquisition device- which encodes major grammar principles

-          Children cannot learn language through imitation alone

-          Use in a text when child makes a virtuous error- it is an error they will not have made via copying

PIAGET- COGNITIVISM THEORY

-          Child has to understand concept before they are able to use language to express concept

-          Children actively construct understanding of their environments, so CLA is reliant on context

-          Use in a text where a child is playing a role, e.g playing a princess= understand schema of fairy-tale

VYGOTSKY- COGNITIVISM THEORY

-          Cognitive development depends on social interactions

-          More Knowledgeable Other: adults/peers help to advance a child’s understanding

-          Zone of Proximal Development: distance between what a child can and cannot do independently

-         Use in a text if there is teacher feedback, or if another person is explaining something to them

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