Human beings needed language to communicate either in written form or spoken

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Human beings needed language to communicate either in written form or spoken. Therefore, children must be taught from a young age to grasp at least two languages to get easily integrated into the communities they are known. Language acquisition is a matter of being aware of languages, comprehending the significant features, and constructing sentences and words to pass messages from one person to another (Forutan and Mehrpour, 2015; Song, 2018). Language acquisition is different according to the level of literacy and age that a person is learning it. Therefore, this paper will focus on the first-language acquisition theories and processes involved.
If students learn a second language at school, their language acquisition process will significantly differ with children still learning their first language. In children, the principles associated with language acquisition states that children learn and become familiar with what they hear their parents speak the most. For example, if the word “Hello” is consistently used when playing with the child, it might become one of their first words. Likewise, the things that interest children, such as cartoon shows, their parents, and favourite foods, are among the first words that they will master as they move towards language acquisition.
An interactive environment that continuously challenges children to learn different aspects of the language. A passive context leaves gaps and inconsistencies that expose the child to ineffective knowledge that will hamper communication and social development (Rothman et al., 2018). Language acquisition at young ages requires the correct context for mastery of vocabularies and other elements of the language. Therefore, a school setting provides a viable place for the learning and development of language.
Language Acquisition Theories
The theories around the mastery of a language use language acquisition as a definition for first-time language learning. Therefore, it might sometimes get used to referring to infants and children learning a language for the first time when adults and other students are involved in learning a language that is not connected to their native language (Rothman et al., 2018). It means that the learners have already mastered a language; therefore, they are learning a second language for educational purposes, career development, and at times for leisure activities.
Behaviourists and Language Acquisition
Although behaviourists tie language acquisition to conditioning, there is a need to know a language; therefore, rewards or punishment do not play a significant part in motivating people to master a language. The consequences of not learning a language come involuntarily; therefore, there is no need for an infant to have set-up consequences to learning a language (Pine et al., 2020; Kupisch et al., 2019). When learning a second language, the consequences will become more severe as work development opportunities will be missed by the individuals. In an informal setting, ineffective language skills and techniques might not have repercussions that would push anyone to master language involuntarily.
The Nativist Theory
The theory believes that the urge and need to know languages and their use is attached within humans genes. If an individual does not understand a language, it becomes difficult for an individual to get integrated into society (Forutan and Mehrpour, 2015). The theory states a language acquisition device in the brain that alerts and records vital terms and concepts associated with a language. They are stored in the subconscious mind. In addition, the theory points out the presence of the hypothalamus that regulates the body temperature effectively.
Noam Chomsky argues that the availability of the universal grammar embedded in each language in the world makes it possible for any individual to learn and translate different contexts into different languages. The way thoughts, nouns, and verbs are organized in the same manner no matter the region of the world the language is set up from (Forutan and Mehrpour, 2015). Compared with other communication techniques and strategies that other species in the world utilize, humans’ techniques are complex and complicated, particularly with technological advancements. The theory shows that several apples, no matter the part of the world a person comes from, the visual image does not change.
The Sociocultural Theory
Communication and collaboration between different elements in the environment offer an opportunity for progress, and therefore, social interactions are necessary and are strategic. Therefore, the desire to interact with particular individuals offers the basis for motivation to learn new languages (Rothman et al., 2018). People spend most of their time with form a significant basis for the interactions people develop. The theory provides an example of a child raised by a single father who might not know or say ‘Mama’ as their environment does not require a mother’s interactions. The environment that an individual is developed under has a heavy influence on the various aspects of language acquisitions and other elements. It is difficult for aspects of a language that have no use in the social development of an individual to find their way into the communication system. The norms, taboos, and values depend on language acquisition for them to get passed from one generation to the next. Failure for acquisition to continue then all the aspects of the particular society will get lost.

The Learning Theory
The theory states that language is just like any technical skill that humans need to continuously practice and repeat for them to master and identify elements of a language needed to communicate. For example, the process of learning to ride a bicycle requires consistent training that might lead to failures until the significant techniques are grasped. When children learn how to speak, they are continuously corrected and rewarded for using the right terms and concepts in communicating (Rothman et al., 2018). The major drawback of the theory is its failure to explain how people in the society brought up by mimicking words and concepts have developed new phrases and vocabularies. It means there is a missing element that can explain it. If it is a biological element in play in learning new skills, then the sociocultural theory holds more strength.
The stages in Language Acquisition
The first stage is pre-production, mainly made up of silence as the child continues to study their environment. They acquire many vocabularies, but since they cannot speak, they keep them to themselves. They will respond to visual and audio stimuli that they want to interact with them. The second stage is early production, where the child begins to speak two to three phrases repetitively. It can last up to 6 months (Forutan and Mehrpour, 2015). The phrases will contain mistakes and inconsistencies that will get rectified in the next stages.

The third stage is speech emergence, where children effectively match vocabularies to the correct context with little effort. The vocabulary of words might reach as many as 3000 developed. In intermediary fluency, the child can express thoughts and opinions easily (Pine et al., 2020). The child might develop a second language and use the native language structure and content to learn the other language. The child is also competent in writing or speaking and might develop their phrases using vocabularies already known. The last stage is advanced fluency, where the mastery of both the native and the second language is evident. It might take up to 10 years of continuous learning for anyone to reach a high level of competency. The child’s brain becomes efficient in grasping difficult concepts in different areas of learning, such as mathematics, chemistry, and biology. The link between languages in communication are identified.