Students who have a home language (L1) other than English are faced with the chal-lenge of learning a new or target language (L2) that has different features from their home language. The syntactic, semantic, morphemic, phonetic, and pragmatic aspects of the two languages may be significantly different

Children may be expected, and thus taught, to speak only when an adult addresses them. They are not encouraged to initiate conversa-tions with adults or to join spontaneously in ongoing adult conversations. In addi-tion, in some cultures, children who enthusiastically volunteer answers at school are considered show-offs

Tho Sapir-Whorf hypothesis staled that lho way wn think and viow tho world is dotorminnd by our languago (Anderson & Lightfoot. 2002; Crystal. HlD7; flayes, Omstnin, & Gago, HlB7). fnslances of c:ul-llll'al difforoncns in la11guagu uso am oviclont in languages having specific words for concopls and othm languagos using several words lo roprosont those concepts.

The emphasis of this perspective is that language is acquired as maturation occurs and cognitive competencies develop. Whereas the nalivisl perspective emphasizes the inborn language mechanism, the cognitive developmental perspective assumes that cognitive development is a "prerequisite nnd foundation for language learn-ing" (Karmiloff & Karmiloff-Smith, 200'1, p. 5}. This perspective also proposes that a child learns language by using the same mechanisms as for other learning. Thus, there is no unique language mechanism.

language acquisition device (LAD) (Chomsky, 1982: Harris, 1992). The LAD enables children to process and acquire language through innate knowledge of grammatical classes, underlying deep structure, and ways in which language can be manipulated.

In the field of child study, there has been a long-standing debate about the roles of nature and nurture in influencing an individual's development (Karmiloff & Karmiloff-Smilh, 2001; Sanlrock, 2001). This debate has also been evident in the development of theoretical perspectives on language development.

To be able lo function successfully in a society and its culture (and subcultures), children need lo develop a wide range of language competencies. Nol only do chil-dren need lo acquire an oral language, they need lo be able to use that language effectively in a variety of sellings.

Learning to distinguish between similar-sounding words, such as can and car, is facilitated by the different ways in which those two words are used in meaningful contexts.

Oral language development and written language development are interrelated processes that culminate in children's communicative com~encies.