Publication Details
Abstract
Questioning how the blind could language despite not seeing, this psycholinguistic analysis focuses on theories of language acquisition as applied to blind individuals. We still do not know much about the compensatory strategies used to navigate without vision that can explain the knowledge gap. Theories like nativistic, cognitive, dual-code and social-interactive approaches which are analyzed based on how one can understand the ways that language acquisition in the blind must be studied. Informed by experimental research (e.g. by Gleitman, Landau, Pérez-Pereira), this study elaborates on the concept of modality, showing that the absence of vision is compensated by other modalities (like hearing or touch), that support language development. In children with sight, the development of language is an essential part of growing up, and the article presented here states that the language acquisition seen in the blind, is not a deficit but a product of unique development through experience and social contexts. The conclusions show that the acquisition of a language is determined by psychological, linguistic, and didactic theories. These findings highlight the need for an integrated perspective that incorporates sensory, cognitive, and social experience at a systems level The findings underscore the importance of an integrative approach that combines sensory experiences, cognitive processes, and social communication. These insights have implications for developing better educational strategies and tools for blind individuals, emphasizing the need for inclusive pedagogical practices and support systems to enhance their linguistic and cognitive abilities.