Nativist perspective: This theory was suggested by Noam Chomsky and has remained significant in understanding language acquisition in children. The nativist perspective postulates that children learn through their innate ability to organize language laws. However, the theory acknowledges that children cannot utilize their ability to organize and utilize language laws in the absence of adults. Based on this theory, children have in-born Language Acquisition Device embedded in their brains, which enable them to learn language skills as they grow (Martin, Fabes & Fabes, 2009).
Social interactionist theory: This theory emphasizes on the environment and context in which language is acquired. According to this theory, pragmatics of a language precedes grammar. Children and adults live in a negotiated environment where there is likelihood of feedbacks. As such, language develops through one’s negotiation of his or her environment (Martin, Fabes & Fabes, 2009). Language development stems from children’s desire to learn and share new information with others. The theory argues that language acquisition takes both biological and social dimensions.
Cognitive theory: In this theory, Jean Piaget postulated that symbols and structures constitute language and becomes exposed as children’s brains develop. Consequently, language is a mental activity. Piaget’s cognitive theory on how a child’s brain develops has for a long time been influential in shaping educational theory (Ellis, 2006. Pütz, 2001).