In all of these aspects of language acquisition, language imbalance should be considered when gauging the extent and ability of child in the process of learning a second language. Language imbalance is brought about by a conflict between two or more languages that a child is exposed to in the development process (Hoff, 2009). Influences on vocabulary are characterized by a myriad of factors in a child’s life both at school and at home. Vocabulary development is influenced by language socialization that takes two general styles of child-rising that are child-centered and situation centered. In child centered approach, adults use two strategies of self-lowering through baby talk and child rising by interpreting unintelligible gibberish(Barrett, 1999). The situation-centered approach does not require adults to simplify their language, but children are expected to learn, understand and produce adult like speech mannerism.
The culture surrounding a child has a significant influence on the development of language in a child because it influences the development of their identity. Cultural influencers, in society, determine the personality and identity that a child forges for self in line with what the societal norms dictate (Barrett, 1999). Young English language learners should be encouraged by their educators, caregivers and parents to achieve a more rounded language development process. Teachers need to be good models of language use and encourage learners to interact with other children as much as possible (Hoff, 2009). This is aimed at reinforcing their vocabulary repertoire. Second language learners can be exposed to meaningful learning activities that encourage them to practice their new language