Introduction Language development is an essential process that a person needs to go through because it determines how well he or she imbibed communicative capabilities from infancy to adulthood. As the ability to communicate a spoken language is a uniquely human behavior, it is well studied because it is one of the most complicated behaviors in which humans engage as a species. By the time babies have learned to walk, they can already develop language and their knowledge will continue swiftly until they reach adulthood. By looking into the development of a language from infancy to adulthood, we can deem how this process can be quite astounding because this ability can be the result of nature and nurture working together. Main body During infancy, parents can first notice, at around three or four months, that their children begin to gurgle and coo. Cooing consists of series of vowel sounds that babies tend to make and that—at least American parents—respond to. Just a couple of months later, at about seven months, these same infants start to babble. The first consonant sounds (e.g., “ba,” “ga”) enter into the language, and the product sounds much more like speech. In this period, children seem to carry on conversations with consonant-vowel sounds that only they can understand (e.g. “ba ga ga ga ba ba?”) (Hirsh-Pasek and Michnick Golinkoff, p. 228). By 9 to 12 months, it is said that infants can now learn how to listen, they can seem to understand what “no” means and it is also the time they can associate a certain voice with a particular person. During the toddler years, children can now have at least 50 words they can utter. Their grammatical development becomes refined and children may put together an actor and a verb, “Mommy go,” or a verb and an object, “eat lunch.” They are still limited by how much they can produce at a given time. If, for example, they wanted to say that they would not eat lunch, they could not utter “No eat lunch” in the early stages, but rather would have to limit their output to “No eat” or “No lunch.” Shortly, however, this window expands and the number of words they can use in a sentence increases. During the middle of the third year, children become sophisticated grammar users who can speak in longer sentences and who begin to include the small grammatical elements that they omitted before. For the first time, they use “ing” on their verbs, saying “running” whereas before they could only say “run.” They begin to add tense to their verbs (e.g., “walked”) and parents can even see evidence of grammatical “rules” (Hirsh-Pasek and Michnick Golinkoff, pp. 229-230). In preschool, children have now expanded their vocabulary to about 900 to 1,000 words and they may now have attained the ability to use pronouns. Also, they can now construct up to six word sentences, which they can use to tell stories to their parents or peers. Yet, at this age, these children can stutter which is normal for this age. Upon reaching the age of five, children normally has the ability to tell a story and stay on the topic. They can even answer a question that is related to the story they heard (Alic, 2006). The development in language acquisition is