ABSTRACT
In linguistics and language acquisition research there is a sometimes uneasy but always fruitful tension in the search for shared, common properties and trends defined as “universals” across languages and across children, on the one hand, and language particular or typologically determined features specific to particular languages or types of languages, on the other. This chapter intends to point out the importance of examining impaired language development as compared to nonimpaired language development in contexts sensitive to the particular typology of the language being learned.
