A Basic Course in Anthropological Linguistics (Studies in Linguistic ...

18 A BASIC COURSE IN ANTHROPOLOGICAL LINGUISTICS
without having to learn them one by one. Differences in language grammars
are thus explainable as choices of rule types, or “parameters,” from the universal
set.
The problem with UG theory is that it is restricted to accounting for the
development of syntax in the child-if it does even that successfully. As such,
it ignores a much more fundamental force in early infancy-the ability to
make imitative linguistic models. Moreover, it is legitimate to ask if there is
only a UG for language, as Chomsky insists. What about the nonverbal modes
of communication and of knowledge-making (gesture, drawing, etc.)? Since
these develop in tandem with vocal language during infancy without any training,
does the brain also possess “universal nonverbal grammars”? Are there also
other kinds of acquisition devices in addition to the LAD-such as a gesture
acquisition device, a drawing acquisition device, and so on? If the role of
culture is simply to set the parameters that determine the specific verbal
grammar that develops in the child, could it not also set, say, the specific
gestural and drawing parameters that determine the specific forms of gestural
and representational knowledge that develop in the child?
Chomsky is right about one thing, however-language acquisition is regular
and predictable across the world. At first, all children emit cooing sounds.
Around 20 weeks of age, they start producing consonantal sounds. When
they reach six months, they start to emit monosyllabic utterances (mu, ma,
da, di, etc.), called holophrastic (one-word). These have been shown to serve
three basic functions: (1) naming an object; (2) expressing an action or a
desire for some action; and (3) conveying emotional states. Holophrases are
typically imitations of adult words-da for dog, ca for cat, etc. Over 60% will
develop into nouns; and 20% will become verbs. During the second year
children typically double their holophrases-wowo “water,” bubu “bottle,” mm
“mother,” etc. They also start to use language more and more during play to
accompany their rhythmic movements, to simulate the sounds of their toys,
and to refer to what they are doing.
In early language, imitation is therefore rather crucial. As Crystal (1987:
232) aptly remarks:
It has also been recognized that imitation is a distinct skill in
language acquisition-many children spend a great deal of time
imitating what their parents have just said. This is most noticeable
when new sounds or vocabulary are being learned, but it has
been shown that imitation may be important in the development
of grammar too. Often, children imitate sentence patterns that