Vygotsky's social-development theory was adopted and made prominent in the Western world though by Jerome Bruner[2] who laid the foundations of a model of language development in the context of adult-child interaction.
Also by contrast, the linguistic approach posits that children are active language processors of whose maturing neural systems guide development.)
Social-interactionists, such as Alison Gopnik, Andrew Meltzoff, Anat Ninio, Roy Pea, Catherine Snow, and Ernest Moerk theorize that interaction with adults plays an important part in children's language acquisition.
However, some researchers such as Bambi B. Schieffelin and Elinor Ochs claim that the empirical data on which theories of social interactionism are based have often been over-representative of middle class American and European parent-child interactions.
In addition, social interactionists criticize the claim made by Noam Chomsky according to which the linguistic input children are presented with by adults addressing them, is full of errors and discontinuities.
Another argument of nativists on which interactionists provide contrary empirical evidence is the availability of negative feedback on, and corrections of, children's errors.