Children and L1

I've been pondering the SLA theories and how children develop L1 and it is becoming more and more clear to me how language is so vitally linked to 'human development'. By that, I mean, that I believe that humans are designed (intended) to communicate. We are simply, by nature, communicative beings! Language, is merely one expression or form of communication. The 'fabric' of communication if you will. But core to what it means to be human.

Pondering this and how the acquisition of L1 applies for a child, it becomes strikingly obvious how the language is not merely 'language' to the child. Rather it is the *link* to the outside world. It is the means of connection to everything outside of him or her. It is vital. It is the doorway. The access way. Their *lifeline*

Yes, there are senses to take in. sight, sound, touch etc. But how does one tap into the mind? How does one intake outside concepts? ideas? notions? feelings? arguments? instruction? guidance? etc. It is communication. Language is merely the established form, an accepted mediating tool, for that communication.

Seeing how a child is developing as a person - cognitively, emotionally, physically, and even spiritually - the presence of L1 is so vital. It is inextricably linked. Thus the context for L1 acquisition is tied so closely to the development of the person as much as the L1 development itself. It simply cannot be isolated. It must be considered as a whole.

(note: I would even argue that by teaching language form, you are teaching 'thought patterns' to the child. So even thinking patterns are 'embodied' within language. As my next post will show, the inclusion of words or exclusion, within a language, will have a profound impact on that person's development)

But compared to adults its a completely different story. They already have their "identity". They already have a means of 'intake'. They already have developed ; matured; as a person. They already 'know the outside world'. They already have a lens by which to evaluate. Their person already "formed". Their mind is already 'set in it's ways' to a large degree. So the context for learning L2 is significantly different than that of a L1. Radically different. It is not paralleled with their own development as a person.

Thus, it is no wonder that there is evidence of something such as a critical period. But instead of attributing it to a mere LAD or some biological device that loses potency over time, it can be seen to be part of the whole developmental context of a person. The development stage of an adult (as a person) is radically different from that of a child. And once that phase of life is gone, it's no wonder, that acquisition takes on a different form.

But... what if.. you could recreate that? What if... you could tie L2 in, with more than just language and communication, but the development of the person as well? Can that be done? I believe it can... it's all understand the power of the 'word'...that a mere word is the embodiment of a construct; an idea; a doctrine - that has enough power to transform a person... (next post after I do my SLA homework reading...)

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Addendum: There is a principle at work here: the student must be stimulated to make the activities/learning worth engaging (which I would argue directly results in acquisition). Understanding that the adult mind is developed in many ways beyond a child, they need to learn in a context that stimulates their thinking. This could be one reason why adults prefer explicit grammar instruction. They want to know why. They want to analyze. They want to ask. They want to think. The want to be able to "build on their own". Thus the language teaching must be enveloped in a stimulating learning environment. This promotes the idea of task based learning. But it goes beyond that. Critical thinking. Creativity building. Team building. Problem solving. Analysis. Games. Simulations. I would think all that fosters growth, and L2 acquisition would fall right in place with that growth.