Among the new and multiple demands from contemporary society, framed in a global context of constant changes and advances, one of the most outstanding needs in recent years is the early acquisition of a second language. It is commonly known that, when starting the process of learning a second language or L2 being in adulthood, the results are not entirely satisfactory in terms of speed of acquisition, retention capacity of new grammatical structures and pronunciation new phonemes. This research deals with the linguistic perspective in acquiring a second language. The main objective is whether people show adequate linguistic perspective in acquiring a second language. From the latter, different positions arise on the assumption critical period in the incorporation of one or more languages, placing all in the stage of childhood. That is why various scientific disciplines such as Psycholinguistics, Cognitive Psychology and Applied Linguistics studies have been conducted regarding the linguistic perspective and factors that characterize the acquisition of a second language in order to find the most appropriate methodology for successfully achieve this process and to understand the mechanisms of perception, cognition and language that support the development of a foreign language. The theoretical framework that was used for this research is essential based on multiple concepts and elements involved in the analysis of the linguistic perspective in acquiring a second language. One, which has been used as the starting point of many experts in this field and which will be referred at length corresponds to bilingualism. Bilingualism is regarded as the domain of both languages by an individual. If your study is part of the childhood stage becomes an issue that, according Akerberg (2005), interested in causing direct impact on child development. As indicated by Vygotsky (1935, 2000: 348), not only the child's intellectual development, but also the formation of his character, his emotions and his personality as a whole, are in direct dependence on language, so more or less degree is also manifest in the development of language in relation to bilingualism or monolinguals.