No language acquisition theory has yet proved to be the correct one.

Explores ERIC materials on various theories of language development and their implications for vocabulary development in classroom settings. Provides suggestions for enriching the school language environment to promote vocabulary growth. (HTH)

Presents evidence revealing the complexity of young children's language understandings with regard to spelling patterns, parts of speech, and vocabulary; points out that teachers must build upon the language knowledge that children bring to school. (GT)