ABSTRACT
In this chapter, I shall consider three broad categories of research about children and language: children's language acquisition and development; language in children's learning; and language in children's culture. Treatment of all of these will necessarily be brief, in the light of the space available, and cannot do full justice to anyone of the areas, given the extensive literature in each. I am also aware that there is an emphasis on the British context, which is consistent with other data analysed in the book, although extensive reference is made to research from elsewhere, particularly the United States of America and Australia.
