In a diversified and a multilingual environment, many young children find themselves in a society where more than one language is used. These have influence the interaction of people toward their children and their perspective toward other people's children and teachers, doctors and other professional advise parent of children growing up bilingually. But the ideas of some people about children growing up in a bilingual environment (i.e growing up with the second or the third language) is discouraging and have not in any way benefit these children and may have adverse effect on them. Therefore, when a parent change his or her job and it involve moving to a different part of the world, they feel overwhelmed over the issue of linguistic demand on them and their children. (1)
In the western world there medical doctor and speech therapist that advise some parent to stop the young children growing up with more than one language and concentrate on one language acceptable in the environment. For example in the United State speech therapist often suggest that parent should stop using Spanish at home in favor of English and in Finland they may advise parent to stop using English in favor of Dutch. The main reason for this advice is basically two, firstly they clam that bilingual or multilingual education can easily confuse the children and lead to a great problem in acquiring language and secondly they claim that the mother language will stand a better chance over other language. (1)
Mean while, there is no scientific prove that bilingual education lead to any problem or disorder in language acquisition. (2) Many children grow up learning two or more language and these children did not show any visible proof that that there is any relationship between a bilingual environment and the problem of learning language. And language been a very strong linkage between emotion, affection and identity can lead to a great emotional and psychological difficulties in child's parent relationship when home language is stop in favor of the environmental language.
Ability to learn the second language declining with age is controversial, although there is notion that children learn the second language easily, while the older rarely achieve fluency this idea is stem from 'critical period' whose interest now surround age effect on second language acquisition. Children are considered to have a neurological advantage in learning languages. It is asserted that language acquisition occurs primarily and puberty is the turning point of the ability. Penfield and Roberts (1959) (3) claim that early exposure of children to different language education and there ability to cope is base of the reflex in the brain, which permit them to interact in both languages without confusion or translating into first language. Robert also takes into consideration the lenneberg's theory that claims that from infant to about 10 years of age their motor and linguistic skill is developed simultaneously, but as their age increase the cerebral hemisphere function separately, which make language acquisition more difficult to learn.
But Piaget (1926), see brain as a homogenious computational system, with lingustic acquisition being one part of