Chapter Eight focuses on language, a subject that is of great personal interest to me. It begins by highlighting the four levels of analysis of language- phonemes, morphemes, syntax (which tell you anyone important is will), and finally extralinguistic information. It then describes the stages in which a growing child develops language skill and ability. Different theories of this acquisition are brought up and argued, as is the complexity and similarity of sign language to spoken language. Language is known on some levels to have a relationship with our thoughts, and this is also covered in the chapter.
Because I am attempting to learn another language at this time, the concept of bilingualism was the highest point of interest for me in this chapter. To be bilingual is to have both proficiency and fluency in both speaking and comprehending two distinct languages. While learning in a class situation or studying abroad can have great benefits, learning a language as a child comes much more readily than either of the two.
If a child is exposed to two languages at once, and neither can be considered dominant, than there is possibility for delay in their learning compared to children learning one language. Vocabulary is not the problem, but rather the syntax, or order of words. However, the process of learning dual languages gives these individuals a higher awareness of the use and structure of language, giving them an edge on general language tasks.