Language development is viewed as both innate and acquired due to the interaction between genetic predispositions and environmental influences. Genetically, humans possess inherent capacities such as the Language Acquisition Device (LAD), which suggests an innate framework for understanding language structures . Environmentally, exposure to language and social interactions further shape linguistic abilities, as seen by language acquisition varying with different socio-economic contexts and cultural experiences . The convergence of these aspects shows that while genetic factors provide a foundational structure for language, the actualization of linguistic potential is heavily influenced by the quality and nature of linguistic input and interaction in a child's environment .

Chomsky and Vygotsky offer fundamentally differing views on the relationship between language and thought. Chomsky proposes that thought and language are intertwined, suggesting that thought partly develops from language through an innate linguistic capacity, supported by structures such as the Language Acquisition Device (LAD). Conversely, Vygotsky sees language as a tool that arises from cognitive processes, asserting that cognitive development leads to language use through social interactions that are internalized to become thought. Vygotsky's view frames language as essential for thought development but emerging from an active interaction with the environment, contrasting with Chomsky's more biologically deterministic perspective .

Babbling is closely linked to language processing centers in the brain, as it represents early vocalizations that pave the way for language development. In typical development, babbling is essential for practicing phonetic skills and speech sound production. In deaf infants, however, babbling may stop prematurely due to the lack of auditory feedback and reinforcement from their own vocalizations. This cessation highlights the interplay between biological predispositions for language and the necessity of environmental feedback, indicating that without auditory reinforcement, the development of spoken language can be hindered despite existing biological potentials .

According to Vygotsky, internalized speech significantly contributes to cognitive development by transforming social interactions into mental processes. Vygotsky suggests that language starts as external speech, which children use to interact socially and learn from others. Over time, this speech becomes internalized, turning into silent verbal thought, which enables children to think and solve problems internally, reflecting an essential bridge from social to cognitive development. This internalization acts as a tool for organizing thoughts, influencing behavior, and expanding cognitive capabilities as children mature .

B.F. Skinner argued against Chomsky's view of innate language structures by promoting the behaviorist perspective that language is acquired through operant conditioning rather than inborn mechanisms. Skinner believed that language is learned behavior, shaped by reinforcement. He proposed that children learn language through interactions where they are rewarded or reinforced by parents and caregivers for their vocalizations, which gradually shape sounds into full words and sentences. This behaviorist view contrasts with Chomsky's assertion of a biological predisposition for language acquisition evidenced by the Language Acquisition Device (LAD).

The Language Acquisition Device (LAD) proposed by Noam Chomsky is significant because it suggests that humans are born with an innate ability to understand the rules of language. The LAD is a hypothetical mechanism in the brain that allows children to acquire language quickly and efficiently, recognizing basic language structures across different languages. Chomsky argues that this device facilitates the identification of language patterns, supporting the idea that language development is largely innate, yet it becomes contextual as children start learning their native language, influenced by their environment .

In Bandura's theory of language development, imitation plays a crucial role as children learn language by observing and modeling the speech of those around them, such as adults and peers. Bandura emphasized that children acquire language skills by imitating the linguistic behaviors they witness, incorporating the correct structures and vocabulary demonstrated by their social models. This process involves restating and expanding the language they hear, allowing children to form their linguistic abilities through social learning and environmental exposure .

Vygotsky and Piaget offer differing perspectives on the role of language in cognitive development. Vygotsky posits that language plays a central role in cognitive development and is intrinsically linked to thought processes, suggesting that language is a tool acquired through social interaction and internal dialogue which becomes private speech and later silent thought, guiding behavior and cognitive growth . Conversely, Piaget views language development as contingent on cognitive development, suggesting that cognitive structures influence language acquisition. He describes language initially as egocentric, with children using it to satisfy their own needs without consideration for others’ perspectives, only evolving as they mature and social interactions increase .

Socio-economic status influences language development in children by affecting the exposure and quality of language interactions at home. Research indicates that children from higher socio-economic backgrounds tend to master language earlier than those from lower socio-economic backgrounds. These differences are likely due to variations in language exposure, the quantity of linguistic interactions, and the richness of vocabulary experienced at home. Consequently, the socio-economic environment can provide more opportunities for linguistic reinforcement and engagement, facilitating earlier and more sophisticated language development .

Chomsky's theory, which emphasizes the presence of a Language Acquisition Device (LAD) inherent to humans, implies that teaching language to non-humans is fundamentally limited because non-humans lack the LAD. The theory suggests that the ability to acquire language is a unique biological feature of humans, rooted in specific cognitive capacities and neurological predispositions not shared by other species. This absence of a similar innate mechanism in non-humans suggests that while they may learn simple forms of communication through conditioning, they cannot grasp the complex structures and generative grammar of human languages as humans do .