This paper suggests that one possibility for the lack of study emphasis and unity of understanding in the area of dual language development is that language study in general shows some serious gaps and reveals a need for viewing language development as a holistic endeavor. Noting the failures of Skinnerian theory, Chomskian theory, Soviet dialectics, and traditional Piagetian language study to produce a unifying theory of language study in general and of dual language study in particular, the paper proposes a move beyond traditional Piagetian language study to his theory of equilibration for language explanations. The three major sections of the paper then provide: (1) a general definition of J. Piaget's equilibration theory; (2) a discussion of six main juncture points where language and the equilibration process might begin to relate; and (3) a brief summary of the F. Valerio case study, which relates the bilinguistic development of a Mexican-American child as a particular dual language equilibration process. The final section offers a summary and conclusions. (FL)