7.9.1. Meaning and Nature of Language

Language consists of a system of symbols organized by means of certain rules that we use to communicate with each other. Language has three basic characteristics: (a) the presence of symbols, (b) a set of rules to organize these symbols, and (c) communication.

Language is a complex system that allows us to express thoughts and feelings through symbols, meaning words. The first characteristic, symbols, indicates that each word represents something specific - for example, 'home' represents the place where you live. The second characteristic refers to rules; these are the guidelines that dictate how we construct sentences. For instance, we say 'I am going to school' instead of an incorrect order like 'school am going I'. Lastly, communication is crucial to language—it's how we share our ideas, whether it's through spoken words, writing, or gestures like waves or signs.

Think of a language as a game with its own set of rules and pieces. Just like you can't just throw the pieces of a board game around randomly and expect to play, you need to follow the rules of the game to communicate effectively. Each piece in our language (the words) is needed to convey specific meanings, similar to how each game piece serves its purpose in winning the game.

Language is a complex system and unique to human beings. Human children learn language through a predictable pattern from the early babbling stage to producing whole sentences. Babies start with crying, then cooing, follow with babbling, and by their first birthday, they may say their first word, transitioning through defined stages of language acquisition.

Children begin their language journey at birth with undifferentiated crying, signaling needs. As they grow, their sounds evolve from cooing to babbling—repeating sounds like 'da-da' and 'ba-ba'. By around one year, they start saying single words. This culminates in the two-word stage, where they combine words meaningfully, like 'mommy go' or 'want cookie'. Eventually, as they approach three years old, they learn the rules of grammar and start forming sentences, marking significant development in their ability to express and communicate complex ideas.

Imagine learning to ride a bicycle. At first, you might wobble and fall (similar to a baby’s crying), then you get better at balancing (like babbling), and eventually, you can ride smoothly on your own (creating sentences). Just as it takes practice and stages to master riding a bike, children pass through stages to learn how to effectively use language.

The debate over language acquisition centers on whether language development is primarily influenced by genetics (nature) or environmental learning (nurture). Behaviorists like B.F. Skinner argue that language is learned through imitation and reinforcement, while Noam Chomsky believes humans are born with an innate ability for language.

This ongoing debate between 'nature' and 'nurture' revolves around how we learn language. Skinner’s behaviorist view suggests that children learn language through copying adults and receiving positive responses (like praise) when they use language correctly. On the other hand, Chomsky asserts that all children have an inherent biological capacity to learn language—something that naturally develops as they are exposed to language in their environment, indicating a blend of both inherited traits and learned experiences.

Think of language acquisition like planting a garden. The seeds (innate abilities) are necessary, but without water and sunlight (environment), the seeds can’t grow into healthy plants. Similarly, children need both their natural propensity for language and supportive environments that encourage them to learn and use language.

Language use involves knowing socially appropriate ways of communication. Knowing vocabulary and rules does not guarantee effective communication; pragmatic use of language is necessary. Children often struggle with polite requests or conversational turns.

Using language appropriately goes beyond just knowing words; it requires understanding social contexts. For instance, saying 'Please may I have that?' is different from demanding 'Give me that!' Children often face challenges in determining how to make their requests polite or in understanding how to engage in a two-way conversation. Pragmatic skills help in choosing the right forms of language for different social situations, which develop with practice and social experiences.

Think of language like dressing for an occasion. You wouldn’t wear a ball gown to a picnic or sneakers to a formal event. Just as you choose your outfit based on where you are going, you refine your language choices based on the context of your conversation. Kids learn to adjust their 'language outfits' through interactions with family, friends, and teachers.

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