In this issue of New Focus, which examines the relationship of age to second language acquisition for school, two articles are presented. Virginia P. Collier reviews a number of studies, including her own recently completed one, that point to an advantage which children in middle childhood appear to have over younger children and adolescents in formally acquiring a second language. In the second article, Charles William Twyford analyzes a number of factors --cognitive, sociocultural, affective, and linguistic-that may account for age differences in second language acquisition. Together the two articles provide an overview for practitioners that can form the basis for reasoned decisions in setting objectives, designing curricula, and selecting instructional strategies for limitedEnglish-proficient students.
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