Journal Entry 2

WEEK 3
REFLECTING ON UNIVERSAL GRAMMAR

10 April 2025

The idea of Universal Grammar (UG) fascinates me because it tries to explain something amazing: how children learn language so quickly and without much effort. I think humans are born with a natural ability for language, but we also need real-life interaction to develop it fully. It’s not just about what we’re born with (nature) or what we learn from others (nurture), it’s both working together.

I remember reading Margarida Petter last year. In her article ‘Linguagem, Língua e Linguística,” she talks about how human communication is completely different from animal communication. Humans don’t just make sounds to signal danger or food, we use words to name things, share ideas, talk about the past and future, and even imagine things that don’t exist. Animals communicate in simple, instinctive ways, but human language is complex and structured (like Saussure said) and something we’re naturally wired for (as Chomsky argued). This special ability is why even tiny babies start picking up language so early. It’s not just about speaking, it’s what makes human society and culture possible.

Now, think about how children learn language. No one sits a two-year-old down and teaches them grammar rules, yet they start putting words together in meaningful ways all on their own. How? Chomsky’s theory helps explain that kids don’t just copy what they hear; they create new sentences they’ve never heard before. That’s something simple imitation can’t explain, after all, they are not crows or parrots.

But the environment matters too. A child might have the natural ability to learn language, but without real conversation, that ability won’t grow properly. Like I said in our forum, just watching videos or listening to TV isn’t enough; kids need to talk, make mistakes, and get responses. Language isn’t just about rules; it’s about connecting with others.

What’s interesting is that UG explains why all languages are different but still follow some of the same basic patterns. Every child has the same mental "tools" for language, but how they use them depends on what language they’re exposed to. That’s why children everywhere hit similar language breakthroughs, even if their languages sound completely different.

From my own experience learning and teaching second languages, I think the best approach is a balance. Yes, our brains are built for language, but we also need real, meaningful practice, either for acquiring our first language or learning a second language. Language starts in the mind, but it grows through talking, listening, and interacting with the world.

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The feedback I received for this entry is presented below.

Hi Eriovan,

          Thanks for such a rich and well-thought-out journal entry! Your reflection on Universal Grammar shows a strong understanding of the theory and how it connects to both research and your own experience as a language learner and teacher. Your references to Chomsky, Saussure, and Margarida Petter added a lot of depth to your reflection and showed that you’re engaging with the topic critically.

        You did a fantastic job blending theory with real-world examples—like your point about how children don’t need explicit grammar lessons to start forming sentences. That example really helped ground your ideas in something concrete and relatable. I also appreciated the light touch of humor with the “not crows or parrots” line—it made your writing feel natural and engaging.

        Here are a few suggestions for further strengthening your future journal entries:

• Polish language and mechanics: There were only a couple of small issues, like “in the our forum” instead of “in our forum.” Just a quick reread or running your writing through a grammar checker could help clean these up.
• Develop your conclusion more: You had a strong wrap-up, but you could push it just a bit further. Maybe end with a personal question you’re still thinking about or a specific idea about how this reflection might shape your teaching. That kind of reflection shows how you’re applying theory to your evolving practice.
• Cohesion through transitions: Your writing flows nicely overall but adding a few clearer signposts (like “Another reason…” or “Building on this idea…”) would help make the structure even smoother.

        Your journal entry reflects a curious and thoughtful educator who’s already connecting theoretical frameworks to classroom realities. Keep asking questions and drawing from both academic sources and your own experience—this combination is key to developing a reflective and effective teaching practice.