1,anguage acquisition, language learning and semantics are all vital aspects
of linguistics arid or linguistic study. As thc major attribute of all languages hinge
on the fact that it must be mcaningrul and capable of cxprcssing all that the nativc
spcakcr wish to express, the nccd to ascertain the applicability of this stand to
child language bccamc necessary. 'l'his is bccausc languages that arc acquircd or
learnt become mcaningrul only when they convcy the right mcaning.
Thus, the end producVpoint in all communication proccss is the mcaning
thcrcin (semantics). But, is association ol' ~ncaningto utterances the only function
of semantics in all-human languagcs'? Or can mcaninglscmantics go further to bc a
clue to other "things" about thc child and his educational dcvclopmcnt?
In thc coursc of this rcscarch cndcavour, it was found out that child
language is not only richcr than was speculated before but also attcstcd to the fact
that the classification of the child languagc as being inrcrior to adult language
dcpcndcd on thc individual's psychological, mental, c~notionuls tate or orientation
as there are no proof to that.
Thc languagc of thc child, as was discovered, its meaningfulness or
otherwise should bc vicwcd or looked at as a vital clues capable of x-raying thc
'inner' part of'thc child.
As the children under study were in formal school systcm, it was found out
that the usc or teaching aid did riot only aid in thcir association of mcaning (o thcir
utterances but also helped in diclating children with disorders.