This book addresses the issue concerning the acquisition of native-like English vowels by non-native speakers. To answer the question, how can we objectively capture similarities and differences in vowels produced by native and non-native speakers, new indices are presented to measure speakers’ vowel qualities. In order to strengthen the link between inter-language pragmatics and second language acquisition, the role of instruction was examined in inter-language pragmatics development. The possible differences in approaches to language and literacy in teaching very young children are examined, particularly in Chinese children learning English as a foreign language. This book suggests ways to teach young Chinese EFL children, beginning first with a focus on oral language skills and only later moving onto literacy skills that build on the oral language base. Word learning inevitably brings about a neurophysiological change or neural plasticity in the brain, since it is tantamount to an alteration of memory function. This book examines the results of a longitudinal fMRI study, carried out by Chinese learners of Japanese. As speculated, a change in brain activation patterns in the region of the left inferior cortex was associated with the learning of active verbs, but not with that of nouns and passive verbs. Cultural and linguistic elements of the community are critically important for viewing communication within bilingual populations. This book provides operational definitions of cultural and linguistic diversity (CLD) and the distinction between communication differences compared to communication disorders. The role of speech-language pathologists in the assessment and clinical management of individuals from bilingual populations is addressed as well.