My language map

As a user of four languages, when I draw this language map. I realised that language acquisition is based on social interaction rather than merely cognitive. Cantonese and Hokkien were my heritage languages, they were already in my life before the age of three. As my dominant language, Cantonese holds the deepest connection with my family members, peers, and everyday environments. Its repeated use in an emotionally significant and socially rich environment and made me able to use them fluency and condifence. Although Hokkien was a less dominant language, it was my family's language and a symbol of strong relational ties. Even Mandarin is largely associated with schooling, as one of my primary caregivers was one of the speakers and used it in daily interaction. It became more secure and able to speak confidently to me.

As I am reading Kuhl's research about early language acquisition, it suggests that infants are biologically prepared to detect linguistic patterns, but this ability is socially gated and will be strengthened through meaningful interaction (Kuhl, 2004). In this way, as English was the language I learn from school after six. For me, it was strongly associated with assessment, spelling and academic performance rather than relational exchange. Although I had already studied English for two decades, I still couldn't use it as stably as the languages I learn from my early ages. This experience reflects how the timing of the exposure, the scenarios of using language and social embedding influence second language acquisition. Therefore, my language map shows that the proficiency of languages is not only dependent on the duration of study, but it is also important on early exposure and the depth of social participation.

This language mao reminds me of the idea of the “hundred languages” of children. Language was not only about spoken words, but it was also about the ways in which we express meaning and connect with others. In my experiences, language develops from relationships and social interaction, rather than studying from books.