Yet you can't even respond to a whole post or answer questions posed to you in posts. — Harry Hindu
It isn't bad practice to request clarifications before proceeding to respond "to a whole post", especially when your interlocutor seems to be contradicting himself or to be equivocating between two senses of a word. In any case, back to your question...
Again, if you go back and re-read my previous post, you will see that I made the argument that learning a language is just another experience we have that changes us. Every time we acquire knowledge of some sort it changes us (our selves), and if we have a complex system of communication then we can create new words to refer to those new things, just like how languages have evolved to reflect our new knowledge. Think about the change humanity went through in how it viewed itself when we realized the Earth wasn't the center of the universe and that we weren't separate from animals.
Let me ask you PN, what is the thing that was there that changed? — Harry Hindu
This is actually a quite difficult question. The answer varies somewhat accordingly whether we are looking at language acquisition on an ontogenetic or a phylogenetic time scale. When a young child (or someone like Ildefonso or Helen Keller) learns language, this process changes him/her. But when homo sapiens became a talking animal, it also changed what
kind of an animal homo sapiens had become in a radical way, which
@apokrisis described in general terms. It made homo sapiens into a different sort of social animal that henceforth could develop and pass on a symbolically mediated culture. This culture isn't merely a possession but also a way of being; and the inhabiting of a
symbolically mediated culture is a very specific way of being. I think your question focuses primarily on "the thing that was there" prior to language learning on the ontogenetic time scale, in the case of a single individual. But the answer to this question must also look up to the change that occurred on the phylogenetic time scale since this later change has made homo sapiens into an animal that is, by its (new) nature, an essentially encultured animal.
Hence, a human child normally is an apprentice whose maturation process is deeply embedded into a scaffolding dynamics of connivance in its interactions with mature adults (and with elements of the preexisting surrounding material culture). Connivance here refers to the process, well illustrated by Ildefonso's initial attitude to his teacher, driven by a willingness to conform to social norms without prior understanding of their significance or justification. This understanding comes later, in the normal case. But in the case where a child is deprived from the opportunity to learn a symbolic language, the process of acculturation can nevertheless proceed albeit in a way that makes the individual more dependent on the ambient cultural scaffolding. Hence, Ildefonso, for instance, was very conformist and unable to autonomously endorse or question social norms. He could reason practically about the world since he had mastered varieties of means/ends connections but his modes of practical reasoning weren't articulated with modes of theoretical reasoning, as is the case with a language user, since theoretical reasoning requires abstraction and abstraction requires (or, at least, normally is grounded in) symbolic representation.
So, what it is that was "already there" prior to the formation of a self (and self-consciousness) that is specifically shaped by the acquisition of linguistic abilities (and of part of the symbolic cultural stock thereby mediated)? Well, the child, the animal, was already there. In the case of a modern human being, it's an immature child that was already there. The pre-linguistic child has an immature self that isn't very much different, in some respects, from the self of a mature chimp or gorilla. However, in other respects, as the case of (pre-linguistic and pre-tamed) Helen Keller illustrates, and the case of (pre-linguistic albeit tamed) Ildefonso illustrates to an even higher degree, the human child is quite different from non-human apes. This can be accounted for by the early effects of the scaffolding dynamics that serves as a necessary prelude to language acquisition.
The human child is first taught to conform to social norms and hence to distinguish the proper from the improper way to do things, and varieties of ways to successfully achieve varieties of ends. Soon thereafter, though, her abilities for practical reasoning outruns the merely conventional forms of behavior that she can emulate since she can reason autonomously about their propriety. In the case of the languageless Ildefonso, his socially scaffolded abilities for practical reasoning outgrew those of a normal pre-linguistic child but lagged behind those of normal children whose abilities develop explosively when practical reasoning and theoretical reasoning come to enrich each other through the mediation of abstract concepts.