The term “prelingual” refers to the developmental period before an individual acquires spoken or signed language. This state is associated with infants and very young children who have not yet developed the ability to use words or complex gestures for communication. Understanding the prelingual state clarifies the initial phase of human language development, laying the groundwork for later communication skills. During this period, children begin to perceive and interact with their linguistic environment.
Understanding the Prelingual State
The prelingual state spans from birth up to around three to five years of age, marking the period before a child achieves significant language acquisition. During this time, infants communicate through non-verbal means, such as crying, cooing, babbling, gestures, and facial expressions. These early vocalizations, while not true language, are practice for developing vocal abilities and expressing needs and emotions. The term “lingual” refers to the development of a structured language system, whether spoken or signed. In contrast, the “postlingual” state describes individuals who acquired language normally before experiencing a loss of hearing or other language-affecting conditions.
Implications of Being Prelingual
Being in a prelingual state carries implications, particularly concerning early intervention for conditions affecting language development, such as hearing loss. The first three years of life are an important period for language acquisition, with rapid development occurring. Early detection and intervention for hearing loss before six months of age can significantly reduce the risk of language delays.
Timely intervention during this period impacts a child’s language development, cognitive abilities, and social-emotional growth. Children identified with hearing loss and receiving appropriate intervention before six months of age show improved language, social, and emotional development, and are more likely to be prepared for kindergarten. Waiting until later, such as after three years of age, can lead to less favorable outcomes in speech and language skills.
Pathways to Language Development
For individuals in a prelingual state, especially those with compromised natural auditory pathways, early intervention programs support language development. These programs often start between six and thirty-six months of age, including diagnostic testing, fitting of hearing technology, and communication therapy, to establish foundational communication skills.
Assistive technologies, such as hearing aids and cochlear implants, provide auditory access for children with hearing loss. Hearing aids amplify sounds, while cochlear implants convert sound into electrical signals directly stimulating the auditory nerve, offering access to sound for those with severe to profound hearing loss. Early implantation, particularly before age two, has been associated with greater and faster improvements in speech perception and production.
Beyond technology, early exposure to rich language environments is also important. This can involve spoken language (e.g., auditory-verbal therapy) or sign language. A total communication approach combines elements of both. Consistent use of hearing technology and active parent participation support successful language acquisition through these tailored strategies.