Critical Age Hypothesis



Critical Age Hypothesis

Introduction

The role of Critical Age Hypothesis is very significant in the determination of the language attributes. In this topic, the data related to for and against the Critical Age Hypothesis in the human acquisition of language will be discussed in detail. There are many views related to the topic. However, there are supporting arguments and opposing views as well for the topic. The components of the languages are very diverse in the world, and they all have some significant differences with each other. This is the reason why the example of more than one language is used in the topic. Therefore, all the issues and aspects related to Critical Age Hypothesis will be discussed in detail.

Acquisition of First Language in Critical Period

The acquisition of First Language in the Critical Period has a lot of value. The identification of children who are English Language Learners is a complex task. The process begins with assessment of children's language abilities. Oftentimes this process is complicated as evaluation data from ELLs resembles data from children who have learned difficulties compared to their monolingual peers, or are experiencing difficulty due to underlying learning disabilities. Further complicating the procedure is the fact that most English language proficiency data collected is quantitative in nature, which requires an assessment tool that produces reliable, valid results that explain children's language proficiency (e.g., construct validity). Currently English Language Proficiency testing is confounded by the assessment tools that produce differential responses, possibly representing different constructs, resulting in difficulty interpreting the evaluation data, and utilizing the evaluation data in a practical, applied setting (Birdsong, 1999).

When parents first register their children for public school they are required to fill out a short survey to collect information on the children's language experiences. This study is used to identify children who may not have had significant exposure to English due to another language being spoken in the home. Known as the Home Language Survey, if parents' answers to the four questions on the survey indicate another language other than English is spoken at home, regardless if the questions pertain to the parents or the children, children are tested on their English language proficiency. Sample questions include asking about language use since birth, language type, and language frequency. Speaking more than one language does not come without benefits or concerns. Oral language ability (i.e., speaking abilities) has long been studied in the framework of the natural linguistic paradigm. For example, learning a language is something that occurs developmentally within one's lifetime. The stage sequential method that emphasizes change over time during which children first listen to acquire language is then marked by stages during which children learn how to speak, read, and finally write. Conversational and academic languages alike are usually charged as a rationale for bilingual children experiencing difficulty in school. This is not surprising, given the evidence that suggests a strong connection between children's oral language proficiency and reading comprehension outcomes. In other words, prior research suggested children who had ...