Though there are multiple factors that can influence native and second language acquisition, I have selected one of each to discuss, per the requirement. First, a biological factor that influences language acquisition is the age at which an individual acquires language. The mechanisms of the brain itself vary greatly with age, and though scientists generally agree that the critical time for language acquisition is early in life, there is not a perfectly defined ‘window’ of that timeline (Kuhl, 2010). The plasticity of infant brains is unmatched and the systems in place can acquire any language using auditory or visual cues (Kuhl, 2010). Kuhl (2010) suggests that the architecture of the infant brain allows for better detection of “phonetic and prosodic patters of speech” (para. 22). If the infant is introduced to more than one language, their brain ‘neural architecture’ allows for the patterns of more than one language (Kuhl, 2010). However, if they are introduced to only one language, then their brain will have a harder time as they grow older trying to allow for patterns that do not conform within the single language architecture of their brain (Kuhl, 2010). A child that is raised in a household that speaks only English will struggle as an adult to define sounds, words and sentences from another language that does not follow the same phonetic rules as the English language. However, a child raised in a bi- or multi- lingual household will have a brain that is more apt to understanding the different phonetic patterns of different languages and therefore will be more likely to have the ability to acquire a new language. To speak to the window of language acquisition, I grew up in a predominately English-speaking household. My father only speaks English, though my mother speaks Dutch and I would hear it whenever she spoke to her relatives on the phone, or when they visited. However, it was not until grade one that I had any formal language training in a language that was not English. When I entered grade school, my parents put me in French immersion and therefore I spent half my days speaking French. Though I never heard or learned French throughout my infancy, my young brain was still malleable enough to adapt to learning another language. However, even though I learned French 50% of my days for my entire school career, I would only describe my skill level to be a medium proficiency. It is most certainly not my native language, however when I use it more frequently (for example when we spend time in France for a couple weeks) it tends to become more ‘available’ and easier. Though I cannot say for sure, I would think that if I was raised in a bilingual household (French/English) as well as attended French immersion as I did, my French language skills would be as advanced (or almost as advanced) as my English language skills. As this language was not introduced until early childhood, or used in the family home, I learned it later and therefore d ...

1. Though there are multiple factors that can influence native and
second language acquisition, I have selected one of each to
discuss, per the requirement. First, a biological factor that
influences language acquisition is the age at which an
individual acquires language. The mechanisms of the brain
itself vary greatly with age, and though scientists generally
agree that the critical time for language acquisition is early in
life, there is not a perfectly defined ‘window’ of that timeline
(Kuhl, 2010). The plasticity of infant brains is unmatched and
the systems in place can acquire any language using auditory or
visual cues (Kuhl, 2010). Kuhl (2010) suggests that the
architecture of the infant brain allows for better detection of
“phonetic and prosodic patters of speech” (para. 22). If the
infant is introduced to more than one language, their brain
‘neural architecture’ allows for the patterns of more than one
language (Kuhl, 2010). However, if they are introduced to only
one language, then their brain will have a harder time as they
grow older trying to allow for patterns that do not conform
within the single language architecture of their brain (Kuhl,
2010). A child that is raised in a household that speaks only
English will struggle as an adult to define sounds, words and
sentences from another language that does not follow the same
phonetic rules as the English language. However, a child raised
in a bi- or multi- lingual household will have a brain that is
more apt to understanding the different phonetic patterns of
different languages and therefore will be more likely to have the
ability to acquire a new language.
To speak to the window of language acquisition, I grew up in a
predominately English-speaking household. My father only
speaks English, though my mother speaks Dutch and I would
hear it whenever she spoke to her relatives on the phone, or
when they visited. However, it was not until grade one that I

2. had any formal language training in a language that was not
English. When I entered grade school, my parents put me in
French immersion and therefore I spent half my days speaking
French. Though I never heard or learned French throughout my
infancy, my young brain was still malleable enough to adapt to
learning another language. However, even though I learned
French 50% of my days for my entire school career, I would
only describe my skill level to be a medium proficiency. It is
most certainly not my native language, however when I use it
more frequently (for example when we spend time in France for
a couple weeks) it tends to become more ‘available’ and easier.
Though I cannot say for sure, I would think that if I was raised
in a bilingual household (French/English) as well as attended
French immersion as I did, my French language skills would be
as advanced (or almost as advanced) as my English language
skills. As this language was not introduced until early
childhood, or used in the family home, I learned it later and
therefore do not speak it as a native French speaker might.
An environmental factor that may influence the acquisition of
language is the overall main language of the environment an
individual grows up in. Whether an individual is raised in a
predominately English/Spanish/Japanese etc. speaking
environment will affect how they experience and/or perceive
any language they hear (Diehl, Lotto & Holt, 2004). Infants
prior to the age of one can distinguish sounds that identify with
the language they have become accustomed to (Diehl et al.,
2004). If an infant is exposed to a secondary language within
their first year of life, then it can be assumed they will adapt
and become able to distinguish sounds from the secondary
language, as well as the first.
An example of this is one I can draw from my own experience. I
was raised in an English-speaking household. However, from
infancy, I was exposed to Dutch, as it is my mother’s native
language. Though I was not formally taught to speak it, I can

3. distinguish the sounds within the Dutch language in more
complete ways than I could in another language I was not
exposed to with regularity, such as Japanese. Though I do not
speak Dutch, upon hearing it I can usually determine the general
gist of the conversation being had. When spoken to in Dutch, I
can usually understand enough to reply, though my reply will be
in English.
Reference:
Diehl, R. L., Lotto, A. J., & Holt, L. L. (2004). Speech
perception.
Annual Review Psychology, 55
, 149–179.
Kuhl, P. K. (2010). Brain mechanisms in early language
acquisition
. Neuron, 67
(5), 713–727.