This paper proposes that primary social relationships between child and caregiver are a critical context for language learning. Language is viewed as one behavior on a continuum of communication behaviors, all of which stem from early social interactions. Current assumptions about the nature of language and the processes involved in language learning are discussed. Particular attention is given to the effects of severe handicaps on the social processes underlying language acquisition. Recent studies of mother-child interaction and incidental language teaching are cited in support of this viewpoint. A model for communication intervention based on progressive teaching exchanges is proposed.
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