Learning to speak another language requires students to adopt new ways of thinking. Some teachers believe that students can assimilate idiomatic expressions and cultural turns of phrase simply through the teacher's use and the students' practice. Others work to explicitly show the difference between the target language and native language, as if it were an anthropological study. The learner's age, experience and the amount of instructional time can influence the specific approach adopted and whether it is in the grammatical, sociolinguistic, or strategic domains. Teachers of early learners of foreign language can modify approaches taken with older students so that their students learn to acquire information about alternative viewpoints and come to understand that some viewpoints are only available when one understands the target language and culture. In this article, the author offers some useful strategies for helping younger students. Teachers of younger students can adapt lessons and approaches using some of these helpful strategies. Some illustrations of how to use these strategies with English language examples are presented.