This paper summarizes the results of a longitudinal study of a child native speaker of French acquiring English. The observation period covered the child's progress from age 4 years, 9 months to age 5 years, 8 months. An analysis was made of the acquisition of the interrogative and negative structures and of nine grammatical morphemes. In comparing the results with results from other second language (L2) child learners and with those from native language (L1) learners, the following issues are discussed: (1) reliance on previous (L1) knowledge; (2) development of structures from early prefabricated patterns; and (3) universal strategies and processes for L1 and L2 learners. The analysis revealed that: (1) there was a natural progression toward inversion in Wh- questions; (2) in negation, a "no" nucleus stage appeared as in the acquisition of English (L1) but there was no "no plus verb" stage such as that found in the English of many second language learners, especially native speakers of Spanish; and (3) morphology, the order of acquisition correlated with that found for most other second language learners, and the deviations from that order could be explained by L1 interference. (Author/AMH)