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Language acquisition and development are two important phases in a child’s life. Hundreds of ideas have been tested to build a scientific explanation for how children may understand and produce the languages of their environment. Language intake, exposure volume and duration, and grammatical complexity all appear to have a role in influencing children's language development. These intricacies become even more complicated as children differ greatly from one another. It's on top of the several languages the children pick up along the route. Some children speak only one language (monolingual), whereas others speak multiple languages (bilingual). Apart from the endless debate about whether being bilingual is a blessing or a curse, it is fascinating to study how those children finally end up being bilinguals, either through acquisition or learning. Therefore, this article aims at portraying the phenomenon of bilingualism in Indonesian children’s language acquisition by looking at the strengths and weaknesses of being bilinguals, the important factors in second language acquisition and learning, and the strategies for second language acquisition and learning. In conclusion, to be bilingual, a child has undergone a very long process. Even though some experts are still debating whether bilingualism is beneficial or even harmful for their cognitive, psychological, and linguistic competence, children nowadays are created to be bilinguals even since they were born. As a result, those children grow up as multilingual children who are ready to cope with the dynamic of the environmental changes around them.

A thorough observation on the implementation of immersion program at the Laboratory Primary School of Universitas Negeri Malang has recently been conducted particularly to see how English exposures work in non-English classrooms. The research also objectifies the initial mapping of the English proficiency of Early Bilinguals sitting in the 3 rd Grade of International Class Program who are the main research subjects to whom the language proficiency tests are given. The findings indicate that the students possess good English language competence, comprehensively and productively. In language comprehension, 85% of the students are able to comprehend meanings of various explicit and implicit instructions in the forms of declaratives, interrogatives, and imperatives. In language production, 80% of the students are able produce simple and basic sytactic constructions (SVO order) accurately using almost correct singular-plural and present-past tense. Beyond these significant findings, the reseachers discover a lot more concern on how they construct ideas in their essays as well as how these ideas reflect their daily socio-cultural practices. Given the context of My Last Holiday, the 48-students' essays have narrated more than only series of event or moments to remember, but a piece of universal concept internalized in their mind as Indonesian natives. This paper specifically outlines not only the most frequent words and phrases in their essays becoming apparent to represent the things the students value more, but also the initial mapping on universal cultural concepts in Asian context.

This study aims at examining the process acquiring a second language through Mathematics subject among the students of Laboratory Primary School of Universitas Negeri Malang, which is a university-based laboratory primary school whose curriculum reflects the result of a synergy between the National Curriculum of Indonesia and International Framework. In this school, English becomes the medium of instruction in two school subjects, Science and Mathematics. The design of the study is descriptive qualitative which attempts to describe the process of acquiring English through Mathematics class. The subjects in this study were 16 third graders who belong to the International Class Program (ICP). The results of the analysis showed that the students’ language comprehension was in fact greater than their language production. Finally, it is concluded that teaching Mathematics in English facilitates the learners’ attempt in learning English.

Touching into the gender differences between males and females in expressing the use of exaggeration expressions, this study analyzes the relevant data using the LIWC tool, the HIP method, and the deficit and difference theories. This study found that in relation to the gender stereotypes, both males and females speak differently, yet also demonstrate similarities. Both the male and female subjects express emotions equally in the language production; yet, the negative emotions are dominated by the males, and the positive emotions are dominated by the females. The difference of emotion productions influences the differences in the males’ production of exaggeration expressions, such as empty adjectives, italic expressions, and hyperbole by the female subjects.