Introduction Why is it that some children at a particular age are able to build simplistic structures with blocks, cry when they are upset or use rudimentary language skills when trying to communicate while others of the same age are not only able to perform difficult piano concertos but are also able to grasp and apply complex mathematical theorems? It is interesting to note that all humans are born with the same combination of 46 chromosomes which creates the genetic basis for subsequent growth and development yet if this was so why is it that not all young children develop the exceptional skills noted in the given examples? As such it is questionable as to what skills and abilities within each individual is innate or what is a direct result of “special characteristics” acquired from unique interactions within a particular environment that facilitated the development of advanced skills at early ages (Steen, 2001). This is but one aspect of the multifaceted debate that is nature versus nurture which has in fact been going on for hundreds of years with varying accounts and experts indicating their support for one particular view over another. For example, we have the idea of “tabula rasa” (blank slate) developed by John Locke which states that all individuals are born as blank slates and as such the development of their minds will come about as a direct result of unique sensory experiences resulting in different mental capabilities depending on the degree of sensory exposure within a particular environment (Plomin & Asbury. 2005). On the other end of the spectrum comes the view of modern biological determinism which ascribes to the ideology that all behaviors and abilities are innate and as such comes about as a direct result of genetic potential (Plomin & Asbury. 2005). While both points of view are extreme they are somewhat accurate representations of the current debate regarding inherent over acquired skill sets. Of particular interest are the views of the debate regarding language acquisition and how much of it does the average individual acquire through environmental stimulus or through inherent genetic capability. What must be understood is that language is not completely genetic in that the process of acquiring a language like English for instance is not something that is inherently part of a person genetic makeup. For example, the study of Soderman (2010) has shown that a certain degree of critical exposure is needed in order for a child to acquire a language however Soderman (2010) also notes that in various case studies examining how language was acquired it was seen that there were many universal similarities in how children from different races and cultures acquired their respective language (Soderman, 2010). From this particular perspective it can thus be stated that language acquisition more likely exists in some middle ground of nurture and nature and not exclusively inclines towards a particular aspect of the debate. Understanding the Acquisition of Language: Theories of Language Acquisition The Learning Theory The learning theory developed by researchers Skinner and Bandura, states that language develops through learning and as s