Section 2.7 Theories of language development and learning

1. Behavioral theory

This theory explains language development exclusively in terms of environmental factors. Behaviorists use two processes to explain language acquisition: imitation and reinforcement. They suggest that children learn to speak by imitating what they hear and repeating it in appropriate situations.

A good example of children’s imitation of adults’ language is seen when parents say “good bye” to their children.

With time, many young children by the age of two years are able to wave and say ‘bye and bye’ or good bye’. They learn this by simply observing and imitating parents and others. When children imitate, adults give praise and attention. This increases the likelihood that they will imitate again. Through continuous observation and imitation, the child’s language expands and that way he or she develops a language.

2. Nativist theory

This theory was proposed by Noam Chomsky in 1968. According to the Nativist or innate theory, language development does not depend on what is in the environment. Rather, it depends on what is in the child. This theory that proposes that humans are born with an innate ability to learn language naturally. It regards language as a reflection of the innate structures in the human brain and not the result of learning (Pitaloka, 2017).   

According to this theory, the child is endowed with an innate ability to acquire language. Human beings are born with a brain that is programmed to acquire language. This programming is called a Language Acquisition Device (LAD). According to the nativist theorists, children are capable of acquiring language without reinforcement, modeling and interactions with adults.  They argue that language depends on maturation, as they mature their language grows (Morrow, 1997). Language learning is therefore seen as a natural ability.

3. Social interaction theory

This theory states that language development occurs in the context of social interaction, that is, as children interact with adults and other children. This means that language development is interactive, that is, adults mediate language through interactions designed to elaborate and extend meaning (Vygotsky, 1978).

An example of such interactions is seen when an infant makes his or her first sounds. The result is that the parent is delighted and responds with gentle words that encourage the child to repeat the sounds. As the children grow older, they can formulate consonant, and vowel sounds then they try them out.  By six months, it is common to hear children vocalize sounds such as ba, ba, ba or ma, ma, ma.

The theory recognizes the valuable support from the caregiver whereby the introduction of Language Acquisition Support System (LASS) describing the support from caregivers/parents/ teachers in a child’s early language development such as:

• Adjusting language to suit the child. This is sometimes referred to as ‘motherese’, ‘caregiver speech’, ‘baby talk’, or ‘Child-Directed Speech (CDS)’.
• Collaborative learning such as joint reading. This can involve an adult looking at picture books with a child and pointing out key vocabulary, for example, by saying ‘this is a banana’ as they point to a picture of a banana.
• Encouraging the child and providing feedback through interactions. For example, the adult may smile when the child talks and say ‘yes, good, that’s a banana!’
• Providing examples for the child to imitate. This includes using certain vocabulary in certain social situations, for example, by encouraging the child to ‘say hi!’ or ‘say thank you!’
• Games such as “sakwe-sakwe” in Kinyarwanda that practice the turntaking that is necessary for interactions.

4. Vygotsky’s sociocultural theory of language development

The theory emphasizes the central role of social interaction, culture, and guided learning in the development of language and thinking in children. The theory considers the language as a tool for thought. Vygotsky believed that language is not just for communication, but also a key tool for thinking and problem-solving. As children learn language, they also learn how to organize their thoughts and regulate their behavior.

According to Vygotsky, children learn language through interacting with more knowledgeable others such as parents, teachers, or peers who help them build their vocabulary and understanding through conversation and instruction. In the words of Vygotsky, the Zone of Proximo Development (ZPD) is the gap between what a child can do alone and what they can do with help. Vygotsky argued that learning (including language learning) happens most effectively within this zone, with the support of an adult or more capable peer. He proposed that a learner should be helped to extend his/her ZPD. This help was termed as scaffolding. This refers to the temporary support given to a child by a teacher or peer. For language development, this might include modeling speech, asking guiding questions, or expanding on what the child says. As the child becomes more competent, the support is gradually reduced.

Vygotsky noted that young children often talk to themselves during play or when solving problems. He called this “private speech” and believed it helps children guide their own thinking. Over time, this speech becomes internalized as inner speech (thought).

5. Educational implications of language development theories

Language development theories have important implications for teaching and learning. These theories highlight how children acquire and use language as a tool for thinking, communication, and learning. In the classroom, this means that educators must create language-rich environments where learners are exposed to meaningful conversations, reading, and writing opportunities. Teachers should engage students in dialogue and collaborative activities to support language growth. Also, educators should provide appropriate age input to stimulate learners’ natural ability. Understanding these theories helps teachers recognize the stages of language development and adapt instruction to support learners at different developmental levels, including those with language delays or multilingual backgrounds. Teachers should engage learners in interactive, language-rich activities, such as discussions, storytelling, and collaborative tasks. Scaffolding should be used to guide learners through new or difficult language tasks. Encouraging peer interaction helps students learn language through social use.