ABSTRACT
This chapter reviews the literature on language learning from traditional digital devices, discusses what makes learning language from these devices similar to and different from learning with newer digital devices. It presents the growing evidence for and against using newer devices as literacy tools for our youngest learners and focuses on direct acquisition of language, that is, word learning and vocabulary outcomes. The presence of an on-screen person who provides social cues may support language learning from videos. Infants and toddlers can learn words and other literacy skills from video, but learning in many cases is not as efficient as learning from in-person social partners. Several theories of the video deficit suggest implications for learning from other digital platforms. There is evidence that learning from touchscreens, like learning from video, can be challenging for young children. Including on-screen speakers who can provide social cues to reference is one method for supporting word learning from video.
