Picture books for children on display at a Xinhua Bookstore in Beijing Photo: Yang Lanlan/CSST

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Language serves as a vital bridge for communication and interaction within human societies. The process of language acquisition plays a crucial role in human development. Research has shown that childhood is a critical period for language learning. As society increasingly recognizes the importance of early childhood language education, studies on children’s language acquisition have become a burgeoning academic focus.

Origin of linguistic development

To some extent, the process of children’s language acquisition can reflect the primitive state of human language development. “Individual development is a microcosm of collective evolution, and the process of children’s language acquisition is also a microcosm of collective language development. From the study of children’s language, we can also explore some clues about the origin and development of human language,” explained Li Yuming, former Party secretary of Beijing Language and Culture University. Within the human brain lies a “universal grammar” determined by genetic factors. Studying children’s language acquisition can help us understand this universal grammar and uncover the secrets of what makes us human.

Zhang Yunqiu, a professor from the School of Literature at Capital Normal University, believes that the origin of human language is associated with the development of the pharyngeal cavity, which enables humans to produce complex sounds after formation. The process of children’s language acquisition coincides with the development of neural networks in the brain. The growth of brain volume and environmental stimuli render “sound” meaningful. In general, children enter the “babbling” stage at about three to four months old, with a clear intent to communicate behind the “babbling.”

In the field of children’s language development, it is important to distinguish between acquisition and learning. Hu Jianhua, a professor from the Institute of Linguistics at the Chinese Academy of Social Sciences, explained that language acquisition is a natural process, whereas language learning is not. Investigations into the speed, consistency, and variability of children’s language acquisition can not only serve to reveal the mysteries therein, but also provide a scientific theoretical basis for development disorders and clinical applications.

Critical period theory

How can one efficiently master a language? “Adults don’t learn a foreign language as efficiently as children due to the critical period for language learning. Children are humorously described as ‘little machines’ created by nature to learn language,” according to Li. The key insight from the critical period theory is that language learning should start as early as possible and expose children to diverse language resources from an early age.

Can bilingualism result in language confusion among children? Liang Dandan, a professor of literature at Nanjing Normal University, explained that as early as infancy, children have the ability to distinguish between different languages. Babies as young as five months old are already able to distinguish between different languages or dialects. For bilingual children, both languages are managed separately in the same brain region. They are completely aware that each language operates as a distinct system, influenced by specific environmental contexts. Bilingual children can also perceive the unique rhythms, pronunciation, and intonations of each language. This cognitive separation enables them to suppress one language while activating the other, without confusing the two languages when speaking with monolingual speakers. While there may be a slight delay in language switching, the process generally remains smooth and efficient.

Zhang also affirmed the value of children’s bilingual conversion ability, explaining that this language conversion exercise is beneficial to children’s cognitive and cerebral development.

The core function of language is communication. The interactions between parents or educators and children can serve as vital nutrients for children’s language socialization, facilitating the development of their language ability, Hu continued.

Creating favorable environments

The most vital tasks in childhood are language acquisition, mental development, and physical growth, all of which are interrelated and mutually supportive. The family represents the first classroom for children, while kindergarten provides the earliest formal education, both playing a significant role in children’s language development, Li said. In addition, children interact with doctors and various “children-related groups,” and have access to various products such as story books, children’s programs, and interactive robot playmates. Children acquire language and mature within these linguistic and living environments curated by “children-related groups.” As such, scholars not only need to explore the mechanisms and processes of children’s language development but also consider their language environment, extending academic support for the work of these “children-related groups.”

Infant-directed speech, also known as “motherese,” is characterized by higher pitch, slower tempo, wider pitch range, and increased repetition. According to Liang, infant-directed speech has particularly distinct effects on infants’ language development. It enhances infants’ attention to language, facilitates social interaction between infants and caregivers, and thereby improves parent-child relationships. 

At present, international resettlement and long-term travel have become a common way of life. Zhang emphasized the importance of addressing changes in language environments during the critical periods of children’s language formation. Although a bilingual environment does not necessarily cause language confusion in children, frequent transitions between single language environments during the critical periods can impact children’s language development, potentially leading to slower language acquisition.

Edited by YANG LANLAN