The people that we spend the most time with have the biggest influence on our language and our identity. According to Baker (2006, pg 136) [A6]”we construct our identities yet they are created and confined by other people, situations and influences on us.” Everyone forms multiple social identities depending on the group and interactions with other people. Learning a second language is affected by our interactions with others and helps us to find a voice within a social group. As well as this, it is more than just gaining vocabulary and grammar, it is about being believed and being respected as language says things about our values and knowledge. There are many layers to our language and when we first learn to speak, we speak in the same ways as those around us. Introducing a second language at this stage can encourage a child to acquire the language quicker while learning it alongside their first language.During this lecture, we discussed the issues around age and second language acquisition. Younger learners are neither more nor less successful in second language acquisition than older learners however children who learn a second language in child do tend to achieve higher capability levels than those who begin after childhood. Even though length of exposure is an important factor in learning a second language, in a formal classroom setting, older learners tend to learn quicker than younger learners do.Â In the early years, second language acquisition is dependent on the teacher providing suitable materials and resources to children and ensuring that learning is enjoyable. As a primary teacher, it is important to make learning a second language more enjoyable for my pupils through resources such as songs etc. By doing so, they are more likely to remember what I have taught them and they are more likely to be engaged in the lesson.