Language as tool for learning: A review of the communicative and cognitive functions of language and its relevance for academic learning

Abstract

There is considerably evidence for the close relationship between language proficiency and academic (content specific) learning. Moreover, research has shown manifold interactions between language and cognitive processes especially during early childhood. But, an integrative overview of how language, cognitive processes, and academic learning interact is lacking. In the present article, we review how language and cognition mutually affect each other in development and how this interplay relates to content knowledge acquisition in school. Based on the reviewed empirical studies, we outline which principles have to be implemented in instruction in order to address language development and content learning simultaneously. Language thus becomes a continuously improving tool for learning. Consequently, the communicative and the cognitive functions of language cannot only be considered a prerequisite but also an objective in content knowledge acquisition.