Many present-day writers who have studied interdisciplinary approaches to mental health and efficient living and learning have presented irrefutable evidence of strong links among thought, language, and a rational grasp of the real world. They believe that successful venture into the world and stable viability within it depend upon the use of language to establish personal verification of reality. Denial or restriction of a child's language in the learning process is considered disavowal or restraint in the assimilation of enriching experiences. The ability of young learners to think symbolically becomes a prerequisite for true language learning, including the mastery of reading and writing. During the growth of a normal, healthy individual, from active transactions with environmental features and persons toward persistent, independent, cognitive strategies for organization of experience, language assumes an ever more central role in the processes for learning. The artful, skillful teacher, then, is one who recognizes and maximizes the worlds of language within the classroom.
Buelke, E. (1979). Worlds of Language within the Classroom. Reading Horizons: A Journal of Literacy and Language Arts, 19 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol19/iss3/3