This writer teaches English to speakers of other languages and therefore has decided to critique articles discussing the linguistic development of non-English speaking students and studies of second language acquisition.
Much research has been conducted on linguistic development and second language acquisition. Nevertheless, the ever-present conclusion of this research seems to be the fact that complexity is a determining factor.
The range of beliefs and definitions of second language acquisition is as diversified as the population researched. As the number of children entering early childhood education programs with limited English proficiency increases, the need to know how to access these children’s language development also increases. Understanding children’s language development can be a daunting task due to the fact that second language learners come from different cultural, social, and linguistic backgrounds.