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The present study aims at exploring and assessing Piaget's views on language acquisition and language-thought relationship. Based on his writings, Piaget considers language as one type of symbolic functions Language development is subordinated to thought especially that type of thought which is manifested during the sensorimotor stage. Although Piaget accepts some of the innatist claims on language acquisition, he accepts only the functional aspect, and not the structure itself. Therefore, his theory, known as the constructivist theory is different from both Chomsky's innatist theory and the behaviorist theory. However, Piaget is criticized for not giving adequate attention to the linguistic developments which take place during the preoperational stage at which the language is acquired. With regard to the language - thought relationship, Piaget believes that the role of language, during the concrete and formal operation stages, is necessary but not sufficient for thought formation, although it is more crucial during the final stage Piaget's theory is, therefore, different from Vygotsky's which emphasizes the different roots of both language and thought and that some stages of cognitive development are determined in part by language.