We
argue
that
language
learning
occurs
in
triadic
interactions,
where
caregivers
and
children
engage
not
only
with
each
other
but
also
objects,
actions
non-verbal
cues
shape
acquisition.
illustrate
this
using
two
studies
on
real-time
interactions
spoken
signed
language.
The
first
examines
shared
book
reading,
showing
how
use
speech,
gestures
gaze
coordination
to
establish
joint
attention,
facilitating
word-object
associations.
second
study
explores
attention
demonstrating
signing
dyads
rely
a
wider
range
of
multimodal
behaviours
–
such
as
touch,
vibrations
peripheral
compared
speaking
dyads.
Our
data
highlight
different
modalities
attentional
strategies.
advocate
for
research
fully
incorporates
the
dynamic
interplay
between
language,
environment.
In
the
target
article,
authors
give
evidence
of
infants’
use
gestures
to
support
early
communication
in
a
speech-plus-gesture
model
spoken
language
acquisition.
I
propose
extend
this
account
include
‘vocal
gestures’
–
that
is,
vocal
productions
incorporate
phonetic,
prosodic
or
phonological
features
not
typical
language.
These
forms
have
been
reported
various
case
study
accounts
production,
and
are
often
highly
iconic.
another
component
multimodal
communication,
should
be
included
our
analyses
speech
development.
In
spoken
languages,
children
acquire
locative
terms
in
a
cross-linguistically
stable
order.
Terms
similar
meaning
to
and
on
emerge
earlier
than
those
front
behind,
followed
by
left
right.
This
order
has
been
attributed
the
complexity
of
relations
expressed
different
terms.
An
additional
possibility
is
that
may
be
delayed
expressing
certain
spatial
meanings
partly
due
difficulties
discovering
mappings
between
speech
relation
they
express.
We
investigate
cognitive
mapping
domain
language
comparing
how
map
onto
versus
visually
motivated
forms
co-speech
gesture
across
relations.
Twenty-four
8-year-old
23
adult
native
Turkish-speakers
described
four-picture
displays
where
target
picture
depicted
in-on,
front-behind,
or
left-right
objects.
As
increased,
were
more
likely
rely
gestures
as
opposed
informatively
express
relation.
Adults
overwhelmingly
relied
relation,
this
did
not
change
Nevertheless,
even
when
expressions
both
considered,
lagged
behind
adults
most
complex
These
findings
suggest
development
introduced
modality
interact
shaping
language.
This
commentary
discusses
implementing
a
unified
multimodal
framework
for
studying
first
language
acquisition,
responding
to
Karadöller,
Sümer,
and
Özyürek.
It
outlines
four
key
considerations:
the
need
clear
definitions
of
multimodality,
importance
including
communicative
nonverbal
behaviors
beyond
gestures,
limitations
sequential
analyses
in
capturing
true
gaps
research
on
early
iconic
gesture
production
infants.
Finally,
advocates
sharing
coding
manuals
creating
large
video
collections
advance
acquisition
research.
Multimodal
visions
of
language
acquisition
have
been
present
in
the
literature
for
many
years,
highlighting
developmental
continuity
between
infants’
early
actions
on
objects,
gestures,
and
words
or
signs.
This
framework
has
recently
expanded
to
include
consideration
object
exploration
motor
development
how
multimodal
experiences
they
create
infants
infuse
into
social
interactions
support
development.
vision
multimodality
communication
–
firmly
grounded
fundamentally
nature
can
broaden
our
view
its
emergence
infancy.
Infants
learn
language
in
interaction.
Comprehension
gets
established
first,
and
this
guides
both
interaction
later
word
production.
They
look
at
faces
hands,
follow
adult
gaze,
attend
to
voices
actions,
react
these
start
playing
exchange
games
from
2
3
months
on.
rely
first
on
gestures
add
words
communicate.
Both
gesture
gaze
accompany
use
through
adulthood.
Face-to-face
communication
is
multimodal
the
remains
so
throughout
Karadöller
et
al.
give
a
comprehensive
review
of
first
language
acquisition
in
the
vocal
and
especially
bodily
modalities,
but
they
do
not
explicitly
model
multimodal
framework.
The
parallel
architecture
provides
such
theoretical
that
can
explain
both
unimodal
communication.
We
will
discuss
this
model,
how
it
distinguishes
what
is
innate
acquired,
modalities
relate
to
each
other
acquisition.
This
approach,
therefore,
offers
‘grand
unified
model’
situating
all
their
into
common
architecture.
While
many
researchers
working
in
spoken
languages
have
used
modality
to
distinguish
language
and
gesture,
this
is
not
possible
for
sign
researchers.
We
argue
that
co-sign
gestures
must
be
considered
alongside
co-speech
theories
of
acquisition.
Focusing
on
how
the
same
function
served
embodied
communication
speech
promotes
a
truly
multimodal
view
An
multi-articulatory
framework
needed
make
broader
claims
about
Karadöller,
Sümer,
and
Özyürek
are
doing
an
important
service
to
the
field
by
emphasizing
multimodality
in
young
children’s
language
learning.
They
integrate
research
on
speech,
gesture,
sign
highlight
independent
combined
influence
of
these
modalities
how
children
learn
communicate.
In
this
commentary,
we
call
for
scientists
further
broaden
study
natural
caregiver-child
communication
encompassing
a
dynamic
set
interacting
signals
that
facilitate
complex
information
exchange.
Karadöller
and
colleagues
propose
an
interesting
analysis
of
multimodality
in
spoken
signed
language
acquisition.
In
this
commentary,
we
aim
to
extend
the
authors’
approach
abandon
speech-centred
brainbound
perspectives.
By
considering
as
a
collage
multiple
skills,
which
abilities
are
acquired
exploited
with
new
purposes,
will
avoid
integrating
gestures
signs
into
pre-existent
models.
This
enable
us
move
confidently
future
embodied
dynamic
interactions
between
skills
contexts
analysed
their
ability
broaden
child’s
world
beyond
here
now
mould
surge.
Karadöller
et
al.
discuss
the
role
of
multimodality
in
first
language
acquisition,
emphasizing
pointing
and
iconic
gestures.
While
their
focused
approach
provides
a
much-needed
starting
point,
we
argue
that
more
comprehensive
perspective
on
multimodal
development
should
also
consider
two
crucial
dimensions:
(1)
child-centered
acknowledges
full
spectrum
early
behavior,
(2)
an
interactive
recognizes
as
inherently
social,
shaped
by
dynamic
caregiver–infant
exchanges.
