Babble babble

For a while now I’ve been wanting to write a post on Joel’s language acquisition. I have lots of things to say about Andrew’s at the moment, but in some ways Joel’s is even more fascinating right now. In the past couple of months he’s gone from making just baby sounds that I blogged about here, to producing sounds that are syllables with a consonant and vowel, and repeating these several times in a row – he’s reached the babbling stage. I find this so fascinating because it is the real beginnings of a recognisable language; of course he’s a long way off speaking English (or French or German – still trying to speak bits of these to the boys), but the sounds he’s currently making at least sound like a real language rather than just gurgling or crying.

Although he’s been babbling for a while, I haven’t got round to writing about it because I’ve been trying to catch it on camera but I’ve hit the Observer’s Paradox so many times! Point my phone at him and any babbling that was going on immediately ceases in favour of looking at the pretty colours (with cover) or shiny surface (without cover). With a fair amount of patience and loads of videos that turned out to be silent or just me in the background trying to encourage him to talk (which never works), here’s what I eventually managed to capture.

After lots of laughing at the start (as if he was saying ‘ha ha Mummy, I’m not going to talk for the camera!), we do get some talking eventually near the end of this video.

He’s absolutely desperate to crawl and now can go backwards, side to side and around in circles but not quite forwards; often his attempts are accompanied by frustrated vocalisations, as we see in this video.

He often does some lovely talking when he’s bright eyed and bushy tailed at 5.30am, when I’m less keen on encouraging talking until I realise that it’s actually quite cute, as was the time that I took this video.

 

Let the talking begin!

For over a month now, Andrew has been saying his very first words. According to the NHS ‘Birth to Five’ book, which gives average ages that children tend to reach milestones of development, this is at the later end of average for starting to talk. But as Andrew was an early walker (just before his 1st birthday), I wasn’t expecting that he would talk particularly early, because it’s often the case that babies and toddlers are early at gaining some skills and later at gaining others compared to their typically-developing peers. It’s like their brains seem to concentrate on one big thing to the detriment of other big things, until the first thing is sorted and then other things get a look in. I’ll give you a run through of his first words, and add some notes to each of them, sometimes referring to ‘techie’ terms – ones that I’ve learned through studying phonetics/linguistics – but hopefully explaining them well enough in everyday words too.

His first word was ‘bye-bye’, which he says something more like ‘ba-ba’, with a short ‘a’ instead of the double vowel (or ‘diphthong’ in techie speak) that I and other British English speaking adults use. His vowel here is slowly becoming more like mine compared to when he first said the word. This is a very useful word that gets used every morning when he waves to Daddy and/or me as we go to work, plus on other occasions like when we leave a group.

His second recognisable word was ‘ball’, which he says something more like ‘buh’, with no ‘l’ and a short vowel instead of the long vowel that adults use. But it clearly refers to ‘ball’, one of his favourite toys to play with wherever he is (including in the park when older kids are trying to have a game of football…) – I can tell because he consistently points to balls and says ‘buh’. He generally likes the sound ‘b’, as his ‘buh’ has now extended to also mean ‘balloon’ (which to be fair is pretty similar to a ball in shape) and ‘bird’. Again he will consistently point to these things and say ‘buh’, as well as using the sign (as in sign language) when he points to bird.

A ball or 'buh' - one of Andrew's favourite toys to play with, even if it's not his! (This one is his though)

The next few words came about the same time; I can’t really say in which particular order. The word he now says the most on a daily basis must be ‘car’, which he says with a consonant produced slightly further back in the mouth than adults do – what I would call a ‘uvular plosive’ (instead of a ‘velar plosive’), so it sounds a bit like the ‘guttural’ sounds we associate with French ‘r’ sounds or Swiss German or Arabic. Over time this will become more English-sounding, and in the meantime I think it’s great that he can naturally use sounds that native English-speaking adults find hard to produce because they don’t use them in English. He points and says the word ‘car’ constantly as we walk anywhere next to roads, as he plays with his toy garage, and as we read books featuring cars. In fact he says car for pretty much any vehicle with wheels! Buses, lorries, vans – all cars in Andrew’s world. Bikes or motorbikes don’t seem to get this treatment, but he doesn’t consistently come out with anything else for these. Of course I encourage him when he says ‘car’, and then I go on to specify what it is if it’s not actually a car. One day he’ll figure this all out, but for now this ‘overextension’ (as is the techie term) is a normal part of language development. The classic example is when children use the word ‘dog’ to mean any four-legged, furry animal. This phenomenon happens across languages, not just in English, so it seems to be a general part of language acquisition, though researchers haven’t quite figured out exactly why it happens. It does show, however, that children initially categorise objects rather than simply label them, and then work towards being more specific in their initial categories.

Our car, which he points out every time we leave the flat.

Another word that he uses a lot is ‘shoes’. He says this as something like ‘shuhz’, so you hear mainly the two consonant ‘sh’ and ‘z’ sounds (what I would call ‘fricatives’) with a very short kind of non-descript vowel in the middle (a high central vowel that adults don’t use in English). This word is very useful for him, because he uses ‘shoes’ as a signal to let us know that he wants to go out – he brings them to us, repeating the word ‘shoes’ several times until we put them on, and then goes and stands by the front door to show that he wants to go out. Of course this isn’t always appropriate (like when I’m still in my pyjamas having got him sorted but not myself!), but he does love putting his shoes on and going out. In fact he also likes putting our shoes on and attempting to walk around constantly repeating the word ‘shoes’…. not always successfully in the case of my 2-inch-heeled mules!

Two little but powerful words he likes to use are ‘yeah’ and ‘no’. He seems to use ‘yeah’ for everything from everyday questions like ‘shall we get you dressed?’ (not his favourite activity) to questions about things he’s really excited about, like’ would you like to go to the park?’. Both his ‘yeah’ and his ‘no’ are now very adult-like, though ‘no’ started of as something more like ‘doh’, in which the vowel was pretty accurate, but the consonant wasn’t very nasal. I knew he meant ‘no’ though, because it was always accompanied by a shake of the head and usually happened just after I’ve said no to him!

One of his most recent additions was flower – he came out with this at my cousin’s wedding after several people were pointing the pretty flowers out to him, and ever since he’s been able to point them out himself. His version doesn’t sound exactly like flower, it’s more like ‘wa-wa’, but it’s obvious that this is what he means as he points to one.

Some lovely flowers or 'wa-wa' that I got for my birthday from my work friends. Andrew points this out when he's sat at the table eating lunch or tea and they are at the other end of the table 🙂

Although animal sounds aren’t technically words, I would like to quickly mention that his favourite animals to point out are ‘cow’, ‘dog’ and ‘duck’ – which he calls ‘moo’ (somewhere between ‘moo’ and ‘boo’ actually), ‘urh urh’ (trying to say ‘woof woof’ but actually sounding more like a real bark than ‘woof’!) and ‘quack’ (more like ‘kack’). His productions of cow and duck (‘moo/boo’ and ‘kack’) are always accompanied by the sign language for each, which interestingly are also quite approximate compared to those that I make with my hands. I must write a post specifically on babysigning one day (I keep saying that and never get around to it….) For some reason he seems less bothered about making the dog sign with his bark. Although he doesn’t seem to overextend the word dog (as in the example I gave above), he does seem to overextend the word ‘moo’ – generally it refers to cows (we see them quite often on the fields near us), but he’s also used it for horse (which I think he’s just about picking up the sign for now, so using ‘moo’ less often) and elephant! So it seems it can apply to any big mammal.

Ducks or 'kack, kack' swimming under the bridge where we walk across the river a few times a week to go to various groups.

I’m not quite sure why, but he often makes a sound like ‘ts’ when pointing at things that he can’t yet say the word for. As he points, I of course say the word of the object he’s pointing at, and one day he’ll have heard it enough times and be able to produce the right sounds to say it himself. Generally he likes making sounds like ‘sh’ and ‘ssss’ (what I’d call ‘fricatives’ in techie speak) all over the place, when I can’t always tell if there’s something specific he’s trying to refer to.

For anyone who remembers me writing about trilingual adventures before, here’s an update on where I’m at with introducing French and German as well as English. I’m still saying three words (one in each language) to him as we sit and read through books or point out things around the house or when we’re out and about. More recently I’ve decided to have two ‘French’ days and two ‘German’ days a week when I’m with him all day (I’m at work for the other 2.5 days), when I speak the relevant language to him when it’s just the two of us. So today is a ‘German’ day, and as we’ve walked to the shops and to groups, I’ve talked to him in German, pointing out things along the way, or making general small talk (as you do, talking to your toddler who can’t talk back, much!) Lunch was ‘Mittagessen’ and I’ve changed his ‘Windel’ instead of nappy etc. So far he’s only producing English words (or words that sound like English words). BUT, he clearly understands a lot in French and German, given how he reacts when I talk to him in either language. For example, when I ask him ‘Wo ist das Auto?’ or ‘Ou est-elle, la voiture?’ (‘Where’s the car?’), he’ll point and say ‘car’ in answer to my question. Amazing! He does this with various things, not just cars. It’s so fascinating to see the fact that he’s picking up more than one language without even thinking about it.

This leads on to an interesting point about language acquisition: the fact that he can understand a lot more (in English) than he can currently say. I’m finding that I can say some quite complicated sentences, for example give him instructions to do something like bring me his ball or put his sun hat back on, and he consistently does what I ask of him. If Tom and I are talking between us, not directly with him, and we happen to mention in passing something that he recognises, he’ll react to the word he’s heard in our speech, for example if we mentioned a dog, he’ll suddenly woof, even though we weren’t really aware he was listening to us. This has made me realise that I have to be careful now what I say. I hope that in general what I say is suitable for a toddler to hear and make sense of, but we all have days when we react and say something we wish we hadn’t – that’s the kind of thing I can just tell he’ll now pick up instantly!

I think I’ll leave this account of Andrew’s language acquisition journey here for now, but of course there’ll be much more to share over the coming months and years. You can probably tell, given my background in linguistics, that I find this all fascinating. Since Andrew was a baby, I’ve been recording him ‘talking’ – obviously this started of with baby sounds like gurgling and cooing, then babbling, and now some actual words (although capturing words on the recording is pretty difficult, because he’s aware of the recorder and then doesn’t produce them on cue like he would if it was just the two of us playing together – Observer’s Paradox, as Labov would say). These recordings are all waiting for me to sift through them and do anything specific with them – one day, if I ever get time to do that kind of thing. For now, just writing about what’s going on is interesting enough in my opinion.