Of course children learn through imitation.
The way they learn to talk is OBSERVE (what parents are doing and saying) -> UNDERSTAND (that the word "x" mean a name/concrete action and so on i.e., "off" when the parent is turning off the lights, switching off the microwave etc.) -> IMITATION (they try their best to copy what we are saying).
This is well grounded on research, so what OP,
Infant Language Centre at is trying to do has been already done, but in a different context. So far most of the research on language acquisition has been done for people exposed to 1 language or bilingual, while in Singapore it is huge mixture of various languages. And Singlish is actually a separate language with tons of copy-paste structures taken from Mandarin (at least this is what I was told by Mandarin and English speaking speech therapists = simplified sentence structure, syntax comes from the way Mandarin is governed). That is why we do not have any normative assessment tools for Singapore, there are few articles and attempts to work towards it, for example
this one , but it will require more time before there will be actually something suitable available.
When it comes to imitating the child... We have to separate few things, SMS.
Speech, language and communication are related, but different.
Speech is a physical act (moving muscles, exhalation, putting sounds together into words);
language relates to rules (how to put words together i.e. in standard English the sequence/order of the words is important, you say "I eat cookie", you do not say "Cookie eat I", or you must know to add -s for plurals and third person singulars and so on),
communication means ability to pass the message through, so your listener will understand and have a chance to respond (we may communicate without words and we do that on a daily basis i.e., road signs, gestures, facial expressions, emoticons in the internet etc.).
So, what is recommended by American Speech and Language Association relates to all three: speech, language and communication development support. Imitating your child's babbling is important to build up the skills in the communication. You are teaching him/her that what he/she is doing is important, you will listen and respond. You are also encouraging the child to have back-and-forth play/exchange, which may be enjoyable. Finally, once the child is familiar to the format she/he produces sound->parent repeats, it is time to move the play forward and the parent should start the usual way and then add his/her (mother's/father's) sounds/words for the child to copy. This way we are moving from the play encouraging communication to building a layer of speech development, because we may start adding real words to the game.
Of course some children are still able to learn rules of the two way communication and conversation without games like these, but at the same time I can tell that I am trying to play it with my 11.5 months old and he simply ignores me. We were playing the back-and-forth game when he was ard 3 months old and cooing, not babbling, but right now he is not really interested. The only time he was eager to join me in the sound play was when I was hiding and he was trying to find me and he has been "calling" me making his babbling sounds and I was repeating it after him. I presume he joined me in the game just to make me to produce any sounds, so he could locate me basing on my voice. So, it really varies from child to child, but the recommendations on ASHA website are not random, an average child would love to play the sounds game and should benefit from it.
But I am writing way too much, I think
