life would lead to more similar semantic representations. Although child learners more often acquire native-like proficiency, older child and adult learners often progress faster in the initial stages of learning. Older child and adult learners are quicker at acquiring the initial grammar knowledge than child learners, however, with enough time and exposure to the language, children surpass their older peers. Once surpassed, older learners often display clear language deficiencies compared to child learners. This has been attributed to having a solid grasp of the first language or mother tongue they were first immersed into. Having this cognitive ability already developed can aid the process of learning a second language since there is a better understanding of how language works. For this same reason interaction with family and further development of the first language is encouraged along with positive reinforcement. The exact language deficiencies that occur past a certain age are not unanimously agreed upon. Some believe that only pronunciation is affected, while others believe other abilities are affected as well. However, some differences that are generally agreed upon include older learners having a noticeable accent, a smaller vocabulary, and making several linguistic errors. One explanation for this difference in proficiency between older learners and younger learners involves Universal Grammar. Universal Grammar is a debated theory that suggests that people have an innate knowledge of universal linguistic principles that is present from birth. These principles guide children as they learn a language, but its parameters vary from language to language. The theory assumes that, while Universal Grammar remains into adulthood, the ability to reset the parameters set for each language is lost, making it more difficult to learn a new language proficiently. Since older learners would already have an established native language, the language acquisition process is very different for them, than for young learners. The rules and principles that guide the use of the learners' native language play a role in the way the second language is developed. Some nonbiological explanations for second-language acquisition age differences include variations in social and psychological factors, such as motivation; the learner's linguistic environment; and the level of exposure. Even with less advantageous nonbiological influences, many young children attain a greater level of proficiency in their second language than older learners with more advantageous nonbiological influences. Strategies Considerable attention has been paid to the strategies learners use to learn a second language. Strategies are