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The Scientist in the Crib

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Since becoming a parent, I’ve gotten even more interested in children, their language acquisition, and their development, so I recently read The Scientist in the Crib by Alison Gopnik, Andrew N. Meltzoff and Patricia K. Kuhl.

The book is about how children learn about the world and what we adults can learn from studying children, especially babies. There’s a chapter particularly about how children learn language. But what is actually involved in learning a tongue? “First, you have to break up the continuous stream of sounds into separate pieces and identify each sound accurately…Then you have to string the sounds together into words…Then you need to understand all the nuances of meaning each word can have…And, finally, you have to figure out something about the larger intent of the sentence.” (p. 92-3) Gopnik, Meltzoff and Kuhl call it “code-breaking” and say how challenging it is, but “most complicated of all, people speaking different languages hear sounds totally differently.” (p. 96)

But what does language do for us anyway? Well, ”the most obvious advantage of language is that it lets us communicate and coordinate our actions with other people in our group…The fact that we speak different languages also lets us differentiate between ourselves and others…And the development of language is probably linked to the development of our equally distinctive ability to learn about people and things. It allows us to take advantage of all the things that people before us have discovered about the world.” (p. 100)

Here’s how it works: “Babies master the sounds of their language first, and that makes the words easier to learn….Babies seem to learn some general rules about the words in their particular language before they learn the words themselves.” (p. 109) As parents, we need to talk to our babies often, especially in a slow and slightly exaggerated way, so they can hear the sounds and then start understanding the words.

If, like me, you hope your child will learn a language from a young age, when should you start? The earlier the better. “Children who learn a second language when they are very young, between three and seven years of age, perform like native speakers on various tests…If you learn a second language after puberty, there is no longer any correlation between your age and your linguistic skill…Early in development we are open to learn the prototypes of many different languages. But by the time we reach puberty, these mental representations of sounds are well formed and become more fixed, and that makes it more difficult to perceive the distinctions of a foreign language.” (p. 192-3)

 

The Scientist in the Crib is an interesting, if somewhat repetitive, book, and I recommend it to parents in particular.

Alphabetical

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I like Michael Rosen’s work for children (I use The Sad Book in my children’s literature course at the university) and I’m always interested in what he has to say about language and lit. So I was excited to read his book, Alphabetical.

What a fun, interesting book! You can dip in and out and you can return to it, as there’s so much to learn from it. Sometimes it’s a bit random, as though you’re getting access to what’s going on in Rosen’s brain at any given moment. As he writes about the alphabet, topics range over the Rosetta Stone, nonsense, jokes, umlauts (he jokes about “adlauts”: umlauts used unnecessarily, especially in company names), fonts, and much more.

Here’s a typical example of how he gives history about each letter: “‘A’ starts its life in around 1800 BCE. Turn our modern ‘A’ upside down and you can see something of its original shape. Can you see an ox’s head with its horns sticking up in the air? If so, you can see the remains of this letter’s original name, ‘ox’, or ‘aleph’ on the ancient Semitic languages. By the time the Phoenicians are using it in around 1000 BCE it is lying on its side and looks more like a ‘K’. Speed-writing seems to have taken the diagonals through the upright, making it more like a horizontal form of our modern ‘A’ with the point on the left-hand side.” (p. 2)

But often the chapters go beyond the letter themselves. For example, K is for Korean and Rosen discusses the singer of the popular song ‘Gangnam Style’ as a way into looking at the Korean tongue. Korean is the “earliest known successful example of a sudden, conscious, total transformation  of a country’s writing.” (p. 163) In 1446, the king of Korea created a new alphabet (rather than using Chinese characters) because he was “saddened” that the people of his country couldn’t make themselves understood in writing. Rosen notes “I cannot think of anything in the world of alphabets more humane than that.” (p. 164)

Of course I was particularly interested in references to anything Scandinavian. Rosen mentions how a runestone from 1362 was found in the US in 1898, which seemed to prove that the Vikings had been in America. (p. 337) And he gives a list of some English words from Old Norse, which entered the English language when the Vikings came: “Anger, bag, bask, birth…rotten, rugged, run, skid…window, wing, wrong.” (p. 341)

 

Basically, this is a book can you return to many times. There’s so much information in it and it’s all fascinating.