The language-based education of the nineteenth and twentieth centuries has proved more productive than the earlier apprentice learning since it offers cognitive development. The first priority of a modern curriculum should be such cognitive development, and language remains the most suitable tool for this purpose. Politically, the full enjoyment…

Reviews literature about play to examine the use of language to facilitate play, play with language as an object, and egocentric speech in play situations. Finds a definite link between language and play. (Author/AS)

Theories concerning the relationship between language acquisition and cognitive development are examined, and implications for education are discussed. There is disagreement about the sources and processes involved in achieving linguistic performance, and in particular, determining linguistic competence. Among the many theories and modifications…

The idea that bilingualism causes cognitive damage to children is no longer held by researchers, but it lingers in popular belief. It is based on the assumption that language is central to cognitive development, which is not held by all theorists. Another theoretical issue is whether the mind is a limited-capacity container or can accommodate two…

A discussion of the cognitive development of bilingual children and its implications for early childhood education for this population begins with a review of recent research on bilingual development. It looks at the forms and results of research projects on dual language acquisition processes, the interactive influence of multiple language…

This technical report presents concrete ways of meeting recommended practice by providing an overview of principles and practices in the area of second language acquisition. It discusses some of the major theories in the area of second language acquisition, as well as the developmental process of first and second language acquisition in the…