Children include the ability to learn any language system they are presented with, so an infant would learn the fictional language Klingon (Hoff, 2006). Klingon is not a natural language like English or Spanish and does not adhere to all the rules of a natural language. Because of this problem, the child would have trouble pronouncing everyday terms in Klingon. Furthermore, since Klingon is an imaginary language and not spoken in society, the child would not be able to communicate with others, which may cause the child to reject this imaginary language. This refusal could be linked to the lack of acceptance of this imaginary language in society. This may limit the child's ability to learn a new language in which he can actively communicate with the people around him, therefore I would not recommend a mother teach her child Klingon, even if the child has the ability to learn the imaginary language .Phonological developmentIn the early years of life, children transcend from infancy, in which they cannot speak or understand language, to the age of four in which they begin to be able to express themselves in their own language (Hoff, 2006). Overall, the process of language acquisition has the same endpoint for all capable children. The only difference in the language acquisition process between children is the different language they learn, which completely depends on the language the child hears. If the child only heard Klingon, he would theoretically learn Klingon, but would later reject this language due to the lack of acceptance of the fictional language in society (Clark, 1987). The early process of language acquisition is known as phonological development. In natural language......in the center of the card......this language with communication partners in addition to the child's mother. References Boucher, G (2009, December 2). Dad spoke only Klingon to his son for three years. Los Angeles Times.Clark, E (1987). Language mechanisms. New Jersey: Lawerence Erlbaum Associates Inc. Hoff, E. (2006). Linguistic experience and fundamental stages of language during early childhood. In K. McCartney and D. Phillips, The Blackwell Handbook of Early Childhood Development, 234-246. Malden, MA: Blackwell Publishing Ltd. Meadow Goldin-Meadow, Susan (2006). How children learn language: A focus on resilience. In K. McCartney and D. Phillips, The Blackwell Handbook of Early Childhood Development, 252-269. Malden, MA: Blackwell Publishing Ltd. Goodwyn, S. W., Acredolo, L. P., & Brown, C. A. (2000). Impact of symbolic gestures on early language development. Journal of Nonverbal Behavior, 24(2), 81-103.