ABSTRACT
It’s an interesting paradox that the more we find out about how language development differs from individual to individual and situation to situation, the more we find out about how it is similar for all. The specific differences shed light on and help us identify the deep general and unifying principles that operate across those specific differences of individual learners and situations. The first given is this: virtually all children effortlessly and naturally learn their native tongue, and many learn at least one more language as well. The second given is this: the specific situations in which this effortless learning occurs are very different one from another. The question, then, is this: how does it happen that the same result-the ability to communicate effectively in at least one language-is achieved through such diversity? The answer involves two parts: (1) what is there-the environment-for the child to use, and (2) the ways that the child uses it. Of course, these turn out to be the two most fundamental interests of the classroom teacher: providing a rich learning environment for children and supporting them in their effective use of it.
