Chomsky’s Theory of Language Development
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Chomsky’s Theory of Language Development
Introduction
Language development or acquisition is the process by which children or humans comprehend, communicate, and have the capacity to produce and acquire words. Many psychologists have researched and documented how people acquire language abilities. Language development or acquisition is influenced by the infamous nurture vs. nature processes (Class notes, n.d). While some argue that the development of language is something individuals are born with, others conclude that language, especially in children, develops due to environmental influences. The paper interrogates the final outcome of language and emotional development of Genies’ case, and the cues educators can derive from tragic circumstances as such.
Chomsky’s Theory of Language Development
Chomsky’s Theory of Language Development argues that there are “critical periods” for learning and acquiring language (Class notes, n.d). Following this theory, disruptions during such periods negatively influence the development of first or second language. Chomsky’s theory of language development perspective is that people are born with skills and the ability to speak; however, there is a limitation to this aspect.
It is noted from the class indicates that there is available evidence for a sensitive or critical period in acquiring the grammatical and phonological patterns of language and in positioning and coordinating the neural systems for handling these structures in a proficient way (Class notes, n.d). Chomsky argues that there is no need to pressure humans to keep the capacity of language development active after puberty. Such information provides a reliable or reasonable hypothesis from which a case study can be null or substantive.
To provide an answer to this question or hypothesis, we interrogate the final outcome of language and emotional development of the case of “Genies,” and the cues educators can derive from tragic cases as such. “Genie” is a feral child who had not spoken with humans until the age of 13. Thus, this can help us determine or confirm the existing theories relating to how humans acquire language. Besides, one can also demonstrate what happens or the psychosocial development of children when deprived of the privilege of interacting with the immediate environment.
According to Harrell (2008), the upbringing of the “Genie” child raises an array of emotional concerns, not to mention the mental or long term sexual development. Because the father used to rape them from a young age, it is difficult for such children to navigate future romantic relationships (Kjellström & Stålne, 2017). It is noted that proximity to such extreme abuse can lead to promiscuity, frigidity, or even abuse later.
Notably, the most significant challenge faced by Fritzl’s children is adjusting mentally to the new reality. From the case study, Kerstin, the oldest child, exhibits physical insults of life so confined. The child has most of the teeth missing despite being at her youth. The skin of the second child, Stefan, is ghostly pale. Psychologists have the chronic lack of sunlight exercise can leave children with muscles weak, the eyes sensitive to intense light, and their bones pliable.
Conclusion
From the case study, Fritzl claims to have been a good father who brought gifts to his children and spent good moments watching videos and having dinner with them. However, it is noted that his children were never allowed to come outside the house. Such practice led to the children developing complexities in how they speak, their physical appearance, mental, emotional, and psychological balance.
Educators should understand the environment profoundly influences that language and emotional development. The environment provides the basic requirements such as light, interactions, and fresh air. As noted, it will be hard for children to communicate fluently because they have been undergone physical and emotional abuse for far too long.
References
Class notes, (n.d). Theory of language development
Harrell, E. (2008). Can Austria’s Cellar Children Recover? Retrieved from http://content.time.com/time/world/article/0,8599,1738293,00.html
Kjellström, S., & Stålne, K. (2017). Adult development as a lens: Applications of adult development theories in research. Behavioral Development Bulletin, 22(2), 266-278. https://search-proquest-com.ezproxy2.apus.edu/psycarticles/docview/1863902972/AEF9577ED81C46CCPQ/3?accountid=8289