Q1646When Nicaragua opened its first schools for deaf children in the 1980s, the pupils had no shared language. Within a few years they had spontaneously created one — with grammar the adults had never taught them.
The children arrived using improvised home signs, unintelligible to one another. Thrown together, they built a shared pidgin — and then the younger intake did something remarkable: they regularised it, adding consistent grammatical structure their older schoolmates had not used. Each new cohort of young children made it more systematic. Linguists including Judy Shepard-Kegl and Ann Senghas documented it as it happened, making it the only time a human language has been observed being born. It suggests grammar is something children impose, not merely absorb.






