摘要：The story of Kaspar Hauser was presented on film by Werner Herzog. This film shows a wild child, incarcerated, without any social or verbal contact until around his 16 years. This child when taken to a german community, becomes an object of curiosity and study, because he could not express himself, to understand, to think, or even distinguish dreams from reality. During the time he was in this community, could be observed his development in language and socialization. This paper reflects on the linguistic and social developments from Kaspar Hauser, under the socio-interactionist Vygotskian bias. It is noteworthy that the interaction with another person was crucial to the development and learning issues to the film's protagonist.
其他摘要：The story of Kaspar Hauser was presented on film by Werner Herzog. This film shows a wild child, incarcerated, without any social or verbal contact until around his 16 years. This child when taken to a german community, becomes an object of curiosity and study, because he could not express himself, to understand, to think, or even distinguish dreams from reality. During the time he was in this community, could be observed his development in language and socialization. This paper reflects on the linguistic and social developments from Kaspar Hauser, under the socio-interactionist Vygotskian bias. It is noteworthy that the interaction with another person was crucial to the development and learning issues to the film's protagonist.
