Journal Entry 3

WEEK 4
THE AMAZING STAGES OF HOW CHILDREN LEARN LANGUAGE

10 April 2025

 

Today, I’ve been thinking about how children learn their first language. It’s something I find quite interesting, especially after working with people from so many different language backgrounds. Watching a child go from making sounds to speaking full sentences shows just how special human communication is.

What surprises me most is how natural this process is. Babies start by babbling (around 6-12 months), making simple sounds like "ma-ma", "pa-pa", “ba-ba”, or "da-da" no matter what language their parents speak. This explains why words for parents are so similar across languages: "mamãe" and “papai” in Portuguese, "mama" in English, Spanish, or Italian, "papa" in French or Spanish, "baba" in Arabic or Mandarin. These easy sounds are the first ones babies can make, so they naturally become children's first words for their parents! But slowly, they begin copying the specific sounds of their home language. I saw this when I lived in Colombia and with my Pakistani friends’ kids. Whether it was a little Colombian girl saying 'papá' or my friend's baby in Lahore/Urdu babbling 'baba,' at first, their baby talk sounded almost identical! Only later did they start speaking like their families.

In our last class, we split into groups, and I suggested we discuss the Fis Phenomenon, which I find one of the most interesting parts of language acquisition/learning. What amazes me most is how it contrasts with what we see in adults.

In the example we studied, a child might say "fis" instead of "fish", but they'll notice straight away if an adult says "fis" instead of "fish". It's incredible how they can hear the right sound even when they can't say it properly themselves.

As someone who teaches foreign languages to adults, whose "acquiring window" has already closed (according to the Critical Period Hypothesis), I see the opposite problem. When I teach Spanish, French, or English sounds to Portuguese speakers, many struggle not just to make the sounds correctly, but even to hear the difference between the right sound and what they're actually saying.

This makes me think about how our brains develop. Young children's brains are ‘flexible”, in Brazil we say they’re like sponges and absorb it all and give them sharp hearing for sounds. But as we grow older, we often lose this special listening ability.

To wrap up, there's something truly magical about how children acquire language; this natural gift is innate, nurtured by family and culture. They don't need textbooks or formal lessons; it just unfolds before us. Watching their rapid progress makes me marvel at this human superpower and wish we could somehow keep it as we grow older.

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The feedback I received for this entry is presented below.

          Hi Eri,

        Thank you for your journal entry! This was a genuinely engaging and insightful reflection. Your personal tone, real-world examples, and cross-cultural comparisons made it a pleasure to read. You successfully conveyed a sense of wonder about language acquisition, which is exactly the kind of curiosity and depth this assignment aims to inspire.

        I especially appreciated how you used personal experiences — from your interactions with children in different countries — to highlight universal aspects of early speech development. The discussion of babbling and the similarity of "parent" words across languages was a great touch, and your explanation of the Fis Phenomenon showed a strong grasp of the material. The contrast you drew between child learners and adult foreign language learners was thoughtful and relevant, particularly in light of your own teaching experience.

        Here are a few ideas for strengthening future reflections:

• Add more structure: Your ideas are rich and well-developed, but organizing them into clearer thematic paragraphs (e.g., one for babbling, one for phonological awareness, one for the Critical Period Hypothesis, etc.) would enhance readability.

• Include some more technical vocabulary: You refer to key concepts like the Critical Period Hypothesis and the Fis Phenomenon — great! Consider weaving in a few other terms we’ve covered (e.g., holophrastic stage, telegraphic speech, overextension) to show an even broader grasp of the topic.

• Proofread for small language issues: Minor phrases like “children’s first words for theirparents” and “they’re like sponges an absorb it all” need a quick edit — they don’t distract too much, but a little polishing would really elevate your already strong writing.

        Overall, this was one of the most reflective and authentic entries I’ve read. You clearly enjoy observing and thinking about language, and it shows in your writing. Keep drawing from your real-life experience — it's one of your greatest assets as a learner and future educator!