ABSTRACT
Interpreting Experiences What kind of meanings do children place on their everyday experiences? Is it the case that meanings are developing differently and that children will make interpretations of experiences that are consistently different from those made by others? In earlier chapters we have quoted the works of Sapir, Whorf, Luria, Vygotsky and Bernstein to support the view that the language environment necessarily shapes the interpretation that children are likely to place upon their experiences. Are such differences of interpretation likely to contribute anything to the child's ability to respond to, and benefit from, his experiences in school ?
