TO~NCUAC£AND THOUGHT

In the discussion to follow I introduce a particular approach to the study of language acquisition. This approach is socio-cultural in nature in that language acquisition processes and behavior are examined for their sen-sitivity to social order and cultural ideology. Another dimension of this perspective is its emphasis on the socializing function of talk. in this case, talk to and with language acquirers. As children (or adults as second language acquirers) are acquiring language, they are acquiring knowledge of social nonns and cultural beliefs and values. 1 will consider two acquisition phenomena. egocentric speech of children and requests for clarification by caregivers. These two behaviors have been of central importance and interest to those pursuing the language acquisi-tion process, but they have been examined almost exclusively in terms of social or cognitive psychological processes. I believe that such behaviors can be better understood if psychological perspectives are integrated with socio-rultural perspectives. Egocentric speech and clarification are likely universal and have a pro-found impact on the organization of social life everywhere. On the other hand, social life organizes these behaviors. In each society, the behaviors have a characteristic socio-cuItural status. Societies will vary in their at-titudes toward egocentrism and clarification, particularly concerning the contexts in which they are appropriate