ABSTRACT
Discussions on language and learning have revolved around the nature of their interactions and the extent to which one is dependent on the other. That one or more interactions exist is not disputed. One lasting debate has involved the extent to which language development is dependent on general cognitive development, or cognitive development is shaped by the language we speak. Delving into this discussion is beyond the scope of this chapter. Rather, from a theoretical perspective, I will refer to Piaget and Vygotsky. An earlier chapter has elaborated on their influential learning theories. Here we will focus on the role that both assign to language in its interaction with cognitive development and the processes involved in learning. I will be expanding on Vygotsky’s learning theory in order to further explore the central part that language plays. In the second part of this chapter I will then refer to seminal research that has demonstrated the crucial
nature of language-based interactions in both home and school environments, followed by an exposition of recent efforts to enhance the role of language in the schooling system in the UK. Finally, I will consider the case of children with language difficulties by looking at children with specific
language impairment (SLI) as well as children with general delay (GD). By looking at outcomes for children with relatively selective language deficits (i.e. without other learning difficulties) as well as children who have both language and non-verbal difficulties, it may be possible to reach some conclusions on the extent to which learning within the school setting is dependent on language skills.
