According to Vygotsky, how do children primarily acquire language?

Vygotsky's theory emphasizes the importance of social interactions in the acquisition of language. He believed that language develops primarily through the child's engagement with more knowledgeable others, such as parents, peers, and teachers. These interactions provide children with the linguistic tools they need to communicate and think critically. Vygotsky argued that language is a social phenomenon, and it emerges in the context of social interactions rather than in isolation. This perspective supports the idea that language development is influenced by culture and the social environment, which shape how children learn to communicate effectively.

The other options, while they may hold some significance in different contexts, do not capture the essence of Vygotsky's view on language acquisition. Inherent development suggests that language skills develop naturally without external influence, which contradicts Vygotsky's emphasis on social contexts. Self-discovery implies a solitary process of learning, disregarding the vital role of interaction in language development. Formal education, though valuable, is just one aspect of a broader spectrum of social interactions that drive language acquisition according to Vygotsky's theory.