Psychology Of Language Acquisition In Young Children And Implications For Language Education Policy Making

Abstract

Above and beyond political implications, proper language policy planning and implementation assume a paramount role in educational practices as well. Addressing language issues to a required level of satisfaction is, therefore, a critical factor for educational quality. The objective of this paper is, then, to explore the psychological dimensions of language acquisition and learning among young children in Ethiopia and draw implications for proper language policy making. It attempts to examine psychological processes, determinants, and implications of language acquisition, and L2, L3 learning. Pursuant on this goal, existing psychological theories of language development were critically reviewed at the beginning. This theoretical review was followed by consultations of international and African experiences to learn from practices. Furthermore, Ethiopian experiences were also brought to the fore and reflected up on based on theoretical and practical experiences. Then, implications were drawn for better language planning and implementation in the country.