The goal of this term paper is to answer the question if it is possible to achieve a later language acquisition than in the stage of a baby or a toddler, like the problems so called feral children have by discovering language at a later point in life. Therefore, it is necessary to define and describe the terms first language acquisition and feral children first. Afterwards (chapter three), the difference between first and second language acquisition will be clarified and it will also been mentioned, why it is not possible for feral children to acquire the first language like other people acquire the second language in a later point in time. To show this, different cases of those children with language acquisition in extreme situations will be used to underline the thesis.
Table of Contents
1. Introduction
2. Language Acquisition during the First Years of One’s Life
2.1 First Language Acquisition in a Regular Surrounding
2.2 Feral children and language acquisition
3. Second Language Acquisition in Contrast
4. Feral children case-studies
4.1 Victor
4.2 Genie
4.3 Amala and Kamala
4.4 Memmie LeBlanc – an Exception?
5. Conclusion
6. References
Research Objectives and Topics
The primary objective of this term paper is to investigate whether a "second chance" for first language acquisition exists for individuals who have missed the critical developmental stage in early childhood, particularly focusing on the phenomena observed in so-called feral children.
- The critical period hypothesis in language development.
- Distinctions between first language acquisition and second language acquisition.
- The impact of social isolation and lack of early linguistic input on cognitive development.
- Case studies of feral children including Victor, Genie, and Amala and Kamala.
- The necessity of social surroundings for the realization of linguistic potential.
Excerpt from the Book
4.2 Genie
Back to the case of “Genie” a rescued 14 years old girl from California, USA in 1970. She was kept in total isolation from her insane father. Banded on a potty chair all day long and sleeping in a cage a-like bed, she grew up in a half dark room, without any sounds and except a yellow raincoat, no toys. There were no noises allowed in the house and Genie was abused for making noise. The father began suicide when Genie was rescued. When found, she was totally physically, motor skilled und emotional underdeveloped and could not even speak, walk or chew right, because she was fed with baby food all of these years. (cf. Siegler 2005: 304). At first she was brought to the Children´s Hospital in Los Angeles and kept under the control of physicians, psychologists, linguists and therapists until she moved into the house of one of these experts for a few years. Even after many years of intensive training, her speech ability never went further than the one of an infant and has stopped in the telegraphic stage. This gap of progress is an evidence for the theory of the critical period. As a consequence of her isolation during the early childhood, she nowadays lives in an adult handicapped accessible forester home .
Summary of Chapters
1. Introduction: The introduction presents the research question regarding the possibility of late first language acquisition and outlines the structural plan of the paper.
2. Language Acquisition during the First Years of One’s Life: This chapter details the stages of normal language development in children, from the womb to the emergence of complex speech, and introduces the concept of feral children.
3. Second Language Acquisition in Contrast: This section explores the differences between first and second language acquisition, focusing on the critical period hypothesis and maturational constraints.
4. Feral children case-studies: The paper examines specific historical cases of children raised in isolation to demonstrate the limitations of language acquisition without early social and linguistic input.
5. Conclusion: The conclusion synthesizes the findings, asserting that language acquisition is not purely innate but requires specific social environments within a critical developmental window.
6. References: This chapter provides a comprehensive list of the academic sources and case study documentation utilized throughout the research.
Keywords
Language acquisition, Feral children, Critical period hypothesis, Linguistic input, Social development, Genie, Victor, Maturational state hypothesis, Exercise hypothesis, Psycholinguistics, First language, Second language, Cognitive development, Isolation, Language instinct.
Frequently Asked Questions
What is the core subject of this paper?
The paper examines whether individuals who are deprived of language during their early childhood—specifically feral children—can successfully acquire a first language later in life.
What are the central themes discussed?
The central themes include the critical period hypothesis, the distinction between first and second language acquisition, and the necessity of social environments for human linguistic and cognitive development.
What is the primary research question?
The primary research question asks if it is possible to achieve a "second chance" for first language acquisition after the natural stage of infancy and toddlerhood has passed.
Which scientific methods are employed?
The author employs a literature review and a comparative analysis of historical case studies to test theoretical assumptions regarding language development.
What does the main body cover?
The main body covers the standard milestones of first language development, contrasts this with second language learning theories, and analyzes specific case studies of feral children to identify developmental limits.
Which keywords characterize the work?
Key terms include language acquisition, critical period, feral children, linguistic input, and social environment.
What does the case of Genie reveal about language learning?
Genie’s case serves as evidence for the critical period hypothesis; despite intensive training, her language abilities remained at an infantile level, suggesting that missing early input results in permanent linguistic impairment.
How does the author define the "sensitive period"?
The author refers to the sensitive period as a "marginal" time following the critical period, during which partial language development might still be possible, although a normal speech act cannot be achieved.
What role does social background play in language development?
The author emphasizes that language acquisition requires more than just a biological brain; it requires active interaction with other humans and consistent social context to properly realize linguistic potential.
- Quote paper
- Nadine Custer (Author), 2012, Is there a Second Chance for First Language Acquisition?, Munich, GRIN Verlag, https://www.grin.com/document/263872
