Language acquisition as a predictor of school learning and inclusion variable

Abstract

Oral language is the essential tool of communication and it also has a vital role in school    learning processes, as well as in social future.

In most children, these abilities are almost naturally acquired.

Language acquisition in childhood is conceived as the interplay between the psycho-affective and socio-cultural environment, on one hand, and the biological mechanisms underpinning the different linguistic and cognitive competences, on the other.

In this article, we will examine concepts by different authors grounding the initial hypothesis, which poses that language is predictive of learnings and of school inclusion.