Theories of innateness in linguistics focus on the idea that humans are born with

the ability to learn language. This concept suggests that language learning is not
entirely taught but is partly hardwired in our brains. Here's a breakdown of the key
concepts related to innateness:
1. What is Innateness in Linguistics?
Innateness refers to the idea that some aspects of language knowledge are inborn,
not learned from the environment. The theory suggests that humans have an innate
structure or set of rules in their minds that helps them acquire language.
2. Noam Chomsky’s Theory of Universal Grammar
One of the most well-known proponents of the innate hypothesis is Noam
Chomsky. He proposed the theory of Universal Grammar. According to
Chomsky:
• All humans share a common linguistic structure.
• This structure is in our minds from birth, and it allows us to learn any
language.
• Universal Grammar provides a blueprint for all languages, and children only
need to hear a language to start learning it.
3. The Language Acquisition Device (LAD)
Chomsky also introduced the idea of the Language Acquisition Device (LAD).
He suggested that humans are born with an internal mechanism or “device” that
helps them learn language. This device is pre-programmed to recognize and
process language patterns. Children use it to acquire language quickly during their
early years.
4. Criticism of the Innateness Theory
While Chomsky’s theory is popular, it has faced criticism. Critics argue that:
• There is not enough evidence to support the idea of an inborn language
structure.
• Language learning may be more influenced by the environment and
interaction rather than a pre-existing mechanism.
5. Support for the Innateness Theory
There are several points that support the theory of innateness:
• Poverty of the Stimulus: This argument suggests that children do not
receive enough explicit language input to explain their ability to learn
complex grammar. Therefore, something inborn must be helping them.
• Critical Period Hypothesis: This theory suggests that there is a critical
period in early childhood when the brain is most receptive to language
learning. After this period, it becomes harder to learn a language, supporting
the idea of an inborn ability.
6. Evolutionary Perspective
Some theorists suggest that language might have evolved as a survival tool.
Humans may have developed language as an innate ability over time to help in
communication and social interaction. This view sees language as a biological trait,
similar to other human abilities like walking or seeing.
7. Connectionist Views
A different theory comes from the connectionist view, which argues that language
learning happens through experience and interaction rather than being innate.
According to this perspective, children learn language by forming connections in
their brains from hearing words and phrases, without any special innate
mechanisms.
8. Bilingualism and Innateness
Innateness also plays a role in understanding how children learn more than one
language. Studies show that children can learn multiple languages at the same time
without confusion, supporting the idea that they have an inborn capacity for
language acquisition.
Conclusion
In summary, the theories of innateness in linguistics suggest that humans are born
with an inbuilt ability to acquire language. The most famous theory is Chomsky's
Universal Grammar, which says that all humans have an innate grammar system
that allows them to learn any language. While there are criticisms and alternative
views, the concept of innateness continues to be a fundamental part of how we
understand language learning.
Relevant Topic to Innateness Theory
1. Universal Grammar (UG)
Universal Grammar is the core idea behind Noam Chomsky's theory of innateness.
It suggests that all humans share a common underlying structure for language,
which is universal across all languages.
• Example: Think of how children can learn any language they are exposed
to, no matter which one it is. Whether it’s English, French, or Mandarin,
children seem to naturally pick up the structure of any language they hear.
This suggests that all languages share a fundamental "blueprint" in our
brains, allowing us to learn them.
2. The Language Acquisition Device (LAD)
Chomsky proposed that humans are born with an internal mechanism called the
Language Acquisition Device (LAD). This device helps children learn language
quickly and efficiently by recognizing the rules of language they are exposed to.
• Example: Imagine a child hearing only broken or incomplete sentences like
"Me go store" or "Mommy give me toy." Despite this, the child still learns
correct grammar over time, showing that the brain must have some inherent
structure to fill in the gaps.
3. Poverty of the Stimulus
One of the most important concepts supporting the innateness theory is the
Poverty of the Stimulus. This argument suggests that the language input children
receive is insufficient to explain their ability to learn complex grammar rules. This
means that children must be born with some innate knowledge of grammar.
• Example: A child might hear a sentence like "The dog that chased the cat
ran away." The child would correctly understand the structure of this
sentence (subject + relative clause + verb), even if the child has never heard
this exact sentence before. This suggests that the child has an innate
understanding of complex sentence structures that they were not explicitly
taught.
4. Critical Period Hypothesis
The Critical Period Hypothesis suggests that there is a limited window during
early childhood when language learning happens most easily. After this window
closes, it becomes much harder to learn a language fluently, especially if you're
exposed to a new language after a certain age.
• Example: Think about how children easily learn languages when they move
to a new country. A child who moves to an English-speaking country at the
age of five will usually speak English with no accent and understand
grammar intuitively. But an adult who starts learning English after age 20
might find it much harder to speak without an accent or understand complex
grammar.
5. Creole Languages as Evidence of Innateness
Creole languages are languages that develop in societies where people speak
different native languages. Creoles emerge when children, exposed to simplified
and broken forms of language, still manage to create a complex, fully developed
language system.
• Example: Haitian Creole, spoken in Haiti, is a great example. Children who
grew up hearing only broken French, African languages, and other
influences, still created a new, full-fledged language with its own grammar
rules. This shows that even with limited input, children can "reconstruct" a
complete language based on their innate abilities.
6. Interactionism (Connectionism)
Although the innateness hypothesis is dominant, there is also an alternative view
called interactionism or connectionism, which argues that language learning is
driven by environmental interaction rather than an inborn mechanism. According
to this view, children learn language by forming connections between words and
meanings based on experience.
• Example: A child might first learn words like "dog," "cat," and "run" by
interacting with people and observing objects and actions. Over time, they
begin to understand the relationships between words and how to use them
correctly in sentences. The emphasis here is on learning from the
environment and social interaction rather than having a pre-programmed
LAD.
7. Evidence from Bilingualism
Bilingualism provides evidence for innateness. Children exposed to two languages
from birth can often become fluent in both languages without confusion. The
ability to distinguish between different grammatical rules in two languages
suggests that the child’s brain has an innate ability to learn and separate them.
• Example: A child growing up in a household where one parent speaks
English and the other speaks Urdu will typically learn both languages
without mixing them up. The child will know, for instance, that the word for
"dog" is "kutta" in Urdu and "dog" in English, and they will use the correct
language in the right context, even though both languages are spoken in the
same home.
8. The Role of the Environment
While the theory of innateness suggests that some language abilities are inborn, the
environment still plays a crucial role in shaping language learning. The theory of
interactionism suggests that the environment interacts with the innate ability to
help children learn language. This interaction between innate knowledge and
environmental input is what drives language acquisition.
• Example: A child might be born with the ability to learn language
(innateness), but the actual words and grammar the child learns come from
the environment (family, friends, media, etc.). Without exposure to language
in the environment, the child would not be able to use their innate abilities to
the fullest.
9. Language Disorders
Language disorders provide additional evidence for the innateness theory. Children
who have specific language disorders, such as Specific Language Impairment
(SLI), have difficulty acquiring language despite normal cognitive abilities. This
suggests that the problem lies in the brain’s language acquisition system, which is a
key component of the innateness theory.
• Example: A child with SLI may have trouble forming sentences correctly,
even though they hear people speaking properly around them. This suggests
that the child’s innate language mechanism is not functioning properly,
which supports the idea that language learning is biologically programmed
in the brain.
Conclusion
To sum it up:
• Innateness means that humans are born with some basic knowledge of
language.
• Universal Grammar is the common structure shared by all languages.
• The Language Acquisition Device is the internal tool that helps children
learn languages.
• Poverty of the Stimulus suggests that children know more about grammar
than the input they receive.
• Critical Period Hypothesis shows that there is a window in childhood when
language learning is most effective.
• Creole languages show that children can create complex languages from
simplified input.