“The importance of interaction The role of interaction between a language-learning child and an interlocutor who responds to the child is illuminated by cases where such interaction is missing. Jacqueline Sachs and her colleagues (1981) studied the language development of a child they called Jim. He was a hearing child of deaf parents, and his only contact with oral language was through television, which he watched frequently. The family was unusual in that the parents did not use sign language with Jim. Thus, although in other respects he was well cared for, Jim did not begin his linguistic development in a normal environment in which a parent communicated with him in either oral or sign language. A language assessment at three years and nine months indicated that he was well below age level in all aspects of language. Although he attempted to express ideas appropriate to his age, he used unusual, ungrammatical word order. When Jim began conversational sessions with an adult, his expressive abilities began to improve. By the age of four years and two months most of the unusual speech patterns had disappeared, replaced by language more typical of his age. Jim’s younger brother Glenn did not display the same type of language delay. Glenn’s linguistic environment was different from Jim’s: he had his older brother—not only as a model, but, more importantly as a conversational partner whose interaction allowed Glenn to develop language in a more typical way. Jim showed very rapid acquisition of English once he began to interact with an adult on a one-to-one basis. The fact that he had failed to acquire language normally prior to this experience suggests that impersonal sources of language such as television or radio alone are not sufficient. One-to-one interaction gives children access to language that is adjusted to their level of comprehension. When a child does not understand, the adult may repeat or paraphrase. The response of the adult may also allow children to find out when their own utterances are understood. Television, for obvious reasons, does not provide such interaction. Even in children’s programmes, where simpler language is used and topics are relevant to younger viewers, no immediate adjustment is made for the needs of an individual child. Once children have acquired some language, however, television can be a source of language and cultural information.”