Language Acquisition Autobiography

Shannon Ritchie

General Education, Los Angeles Pacific University

English 420, Principles of Language

Professor Gentry

March 20, 2023

 Growing up, my earliest memories of speaking and being spoken to was with my parents.

Even as young children, my parents prioritized asking my siblings and me daily how our day

went. My mom and dad would sit there listening attentively to us, all explaining in detail about

what happened at school and what we had learned that day. I remember being so excited to get

home so I could tell my parents all about the experiences I had that day and how the events made

me feel, providing both of them with as much detail as I could possibly give them. Looking back,

I am grateful for this time and the ability to learn how to express myself with my parents.

All through my childhood, my mom was an avid reader, her favorite being murder

mysteries. She always made it a point to engage my siblings and me in a world where the written

and spoken word held substantial influence and value. We were encouraged to read and discuss

the books we read. At the time, mine was “The Babysitters Club,” written by Ann M. Martin, I

would read this book series daily and tell my mom all about what I read. This environment,

where the importance of communication and the pursuit of knowledge was encouraged, not only

shaped my understanding of the world but also equipped me with the tools to navigate it

confidently and effectively.

The engaging stories I read and the worlds I explored through the pages of books

significantly shaped my understanding and connection to communication. Jumping ahead to my

current experiences, those memories have undoubtedly profoundly impacted my feelings toward

language and literacy. I sometimes find myself in awe of how much words have to evoke

emotions, convey ideas, and bridge gaps between different cultures and people. My early

experiences with reading and writing have now evolved into an eagerness for knowledge, an

appreciation of storytelling, and a desire to use language as a tool for empowering others. The

wonder and excitement I felt as a child, lost in the pages of my favorite books, continue to
resonate with me to this day and serve as a constant reminder of the limitless possibilities that

language and literacy have to offer.

As an intervention facilitator, my current role is deeply intertwined with and inspired by

my previous experience in language acquisition. The foundation I built while exploring the

immense complexities of language learning has significantly contributed to my ability to identify

and address my student’s diverse needs and develop effective strategies for their growth and

development. Much like acquiring a new language, intervention facilitation requires

understanding individual learning styles, patience, and adaptability. By tapping into the linguistic

skills I honed over the years, I have crafted a more well-rounded and inclusive approach to

helping my students overcome their challenges. Furthermore, my language acquisition

background has instilled in me an appreciation for the power of effective communication, which

has become an invaluable asset in my role as an intervention facilitator. These two experiences

have enabled me to develop a stronger, more adaptable, and compassionate learning atmosphere

for my students, ultimately leading them to a more self-assured and prosperous future.

Early language exposure plays a crucial role in our development. It helps us develop an

understanding of the world around us and opens our minds to the complexities of language and

communication. Language exposure can help students develop reading, writing, and speaking

skills and build a strong foundation for understanding new topics and concepts (Weisleder &

Fernald, 2013). Furthermore, it can help develop a love for learning and uncover new

opportunities for personal growth. With early language exposure, we can gain a greater

appreciation for the power of language and the many benefits that come with its use.

Positive experiences with language and literacy can increase confidence in one's ability to

communicate, read, and write, allowing individuals to express themselves more fully. On the
other hand, negative experiences can result in feelings of inadequacy and fear regarding language

and literacy. This can affect a child’s self-confidence, making them insecure and unsure of

themselves, resulting in lesser personal relationships and possibly affecting their education.

Therefore, providing children with a safe and encouraging environment to learn language and

literacy is essential to encourage positive feelings towards their language and literacy throughout

life.

Language acquisition is the process of learning a language and can be broken down into

four stages: listening, speaking, reading, and writing (Allor et al., 2011). Literacy development,

on the other hand, is the process of gaining knowledge in reading, writing, and other forms of

communication (Allor et al., 2011). Understanding the connection between language acquisition

and literacy development is essential to help children become successful readers,

communicators, and writers. Research shows that when children are exposed to language early in

life, they are more likely to develop higher literacy levels (Hammer et al., 2014). This is why

teachers and parents need to emphasize the importance of language acquisition and literacy

development. Doing this can ensure that their children are provided with the necessary tools to

succeed in their language and literacy development.

A child’s first language development is a remarkable and fascinating process that begins

right from the moment they are born (Hoff, 1997). This language acquisition journey begins with

exposure to various sounds and patterns in their environment, which gradually help them

distinguish and recognize speech (Hoff, 1997). As the child grows and their cognitive abilities

develop, they experiment with sounds, babbling, and cooing, eventually forming their first

words. Over time, these words expand into a great deal of vocabulary, enabling the child to

express their thoughts, emotions, and needs effectively. Parents and caregivers play a crucial role
in nurturing this language development through constant interaction, reading, and engaging in

conversations with the child. This continuous exposure to language and communication and the

child's aspiration to understand and connect with the world around them promote their first

language to grow and become the foundation of their linguistic journey.

Language acquisition in children is a process that expands through a series of visible

milestones. These milestones indicate a child's language development, providing insights into

their cognitive growth. The first milestone is the cooing phase, which typically occurs around the

age of 2 months, where infants begin to experiment with sounds, often producing vowel-like

expressions (Menyuk & Brisk, 2005). Between 6 to 9 months, children enter the babbling stage,

portrayed by the repetition of consonant-vowel combinations, such as "ba-ba" or "ma-ma"

(Menyuk & Brisk, 2005). This leads to their next milestone, the onset of single words, generally

at 12 to 18 months (Menyuk & Brisk, 2005). As they reach age 2, children enter the two-word

stage, where they combine words to form simple phrases, showcasing a developing

understanding of grammar (Menyuk & Brisk, 2005). By age 3, children's vocabulary rapidly

expands, allowing them to form more complex sentences and engage in meaningful

conversations (Menyuk & Brisk, 2005). These milestones represent children's principal stages of

language acquisition, showcasing their fundamental capacity to learn and communicate

effectively.

A thorough understanding of language development stages is crucial for supporting

children's language development and developing efficient communication skills. Beginning with

the pre-production phase, young learners acquire basic vocabulary and simple phrases, often

through observation and imitation. As they progress to intermediate fluency, children

demonstrate more understanding of grammar, syntax, and semantics, enabling them to engage in
conversations and express their thoughts more directly. Throughout these stages, children's

developing abilities in various areas, such as listening, speaking, reading, and writing, are

continually strengthened, allowing them to easily and confidently navigate social and academic

environments. By recognizing each stage of language development, educators and caregivers can

effectively promote language proficiency and support children in reaching their full potential.

It is important to help children develop language skills early, as language is the middle

ground for communication and learning. The ability to express oneself, understand others, and

develop critical thinking is directly linked to mastery of language skills. By promoting language

development, we promote the way for children to grow academically and contribute to their

emotional and social growth. Early language acquisition enables children to build connections

with their peers and adults. Therefore, investing time and effort in promoting children's language

skills is important for laying the foundation for their overall development and success in life.
 References

Allor, J. H., Otaiba, S. A., & Folsom, J. S. (2011). Literacy Development and Language Acquisition.

Oxford Bibliographies Online Datasets. https://doi.org/10.1093/obo/9780199756810-0025

Hammer, C. S., Hoff, E., Uchikoshi, Y., Gillanders, C., Castro, D. C., & Sandilos, L. E. (2014). The

language and literacy development of young dual language learners: A critical review. Early

Childhood Research Quarterly, 29(4), 715–733. https://doi.org/10.1016/j.ecresq.2014.05.008

Hoff, E. (1997). Language Development. Wadsworth Publishing Company.

Menyuk, P., & Brisk, M. (2005). Language Development and Education: Children With Varying

Language Experiences. Springer.

Weisleder, A., & Fernald, A. (2013). Talking to Children Matters. Psychological Science, 24(11), 2143–

2152. https://doi.org/10.1177/0956797613488145