Abstract
Children acquire language as part of cultural activities. When cultural activities are different language development is different. One example of this is language development by twins, which is universally reported to be late. In this study we report on five year old twin boys, Jeremy and David and show that their language development is delayed. Yet they go to kindergarten and are judged to be articulate and successful students. The evidence suggests that the process by which they have learnt to recreate the forms of their language has been slower than for other children because most of their interaction has been with each other. However, the evidence also suggests that through their family these children have received a good orientation to the kinds of discourse activities that are valued at school.
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