One piece of evidence that suggests there is at least some degree of "hardwiring" of language in the human brain is the fact that very similar mistakes are made in certain grammatical forms and syntax structures by early speakers of any language. There seems to be an innate sense of the way words are supposed to be formed and fit together, and instances that do not follow these expected/innate rules require greater learning and effort to surmount. At the same time, there is evidence that much of language is learned through interaction with parents. This means that maternal depression, which tends to reduce activity overall and can specifically reduce interactions with children, can have a detrimental affect on language development by limiting or reducing the exposure of these children to language use and interaction.
At early stages of development, current research suggests that there is little relationship between the language skills and self-esteem levels of specific individuals. As development progresses, however, and particularly as social groups become more important and students become more aware of the progress others are making and their own progress in relation to that of others, this situation...
Slower or lessened language development can result in decreased self-esteem, which can have a damaging cyclical effect by making students less willing to engage with others or with work meant to encourage the development of language and other cognitive skills. By providing emotional as well as academic support, teachers can boost self-esteem by making it clear that different rates and periods of development are normal, making it easier for students to accept their own particular pace of learning and development and thus actually helping them to develop.
The statement "parents have a unique language" can be interpreted un many ways, but in the context of child development it is best understood as referring to the unique and profound impact that parents have on the language development of their children. Specific phrases, gestures, pauses, pronunciations, and general sentence structures used by parents -- who are generally the first and primary models of language for their children -- are all prone to being picked up by children as a part of the natural language development process. The parents' won unique way of talking will be picked up and subtly adapted by their children.
