THOUGHT AND CULTURE IN LANGUAGE ACQUISITION FOR BILINGUAL CHILDREN
THOUGHT AND CULTURE IN LANGUAGE ACQUISITION FOR BILINGUAL CHILDREN

Summary/Abstract: This paper investigates the relationship between language acquisition and the construction of an artificially symbolic world. According to Bowers (1989) language is a collection of patterns regulating social life. This conception is close to that of symbolic interaction promoters like Charon (1989) who see society as made up of interacting individuals who are merely users of symbols. According to Shapiro (1977), learning different languages and cultures influences cognitive processes by exposing individuals to different values, beliefs and demands. There are two basic ways this can happen: one way is the educational system as an equalizer that should help children in integration and adaptation to the major culture. Another way is the maintaining position which aims to keep the language and the culture of newcomers. Although, complete participation in life is only possible with the acquisition of the language of the majority in which children live, it is very important to give the possibility of learning the heritage language. This would help children harmonize their symbolic world relying on internal and external symbols.

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