ABSTRACT
In the last two decades, an extensive body of literature has developed about language learning and, to a lesser extent, the influence of language on learning. This body of knowledge reflects an international commitment to the understanding of language learning with a special focus on school settings. Drawing on work in language-related disciplines, such as anthropology, linguistics, literary theory, psychology, and sociology, educators concerned with language in educational settings have provided clear insights into the ways in which children learn language and use language to learn.
