LANGUAGE ACQUISITION: CONCEPTS AND CHARACTERISTICS IN ELEMENTARY EDUCATION

Abstract

Language acquisition in elementary education is a cornerstone of a child's cognitive, social, and emotional development, laying the foundation for lifelong communication and academic success. This paper provides a comprehensive review of the primary theoretical frameworks that explain how children acquire language. The analysis examines and contrasts three major perspectives: (1) Nativist theories, driven by Noam Chomsky's concepts of Universal Grammar (UG) and the Language Acquisition Device (LAD), which posit an innate human capacity for language; (2) Behaviorist theories, associated with B.F. Skinner, which emphasize the role of external stimuli, imitation, and reinforcement; and (3) Interactionist theories, guided by Lev Vygotsky, which highlight the critical importance of social interaction, scaffolding, and the Zone of Proximal Development (ZPD). Furthermore, this review bridges theory and practice by exploring the implications of these theories on pedagogical approaches. It investigates the efficacy of Communicative Language Teaching (CLT) in fostering authentic communication and examines the significant impact of play-based learning as a vital method for developing language skills in a natural, engaging, and cognitively supportive environment. By synthesizing these diverse perspectives, this paper underscores the complex, multifaceted nature of language acquisition and offers critical insights for educators aiming to create optimal learning contexts for elementary students.