Linguistic theory in its zeal to align with the sciences has for long refused to learn from the social and evolutionary nature of language. This has harmed the prospects of the discipline and particularly complicated the understanding of how we learn language. This chapter builds on the social epistemology of language to reflect on the relevant issues relating to language and its acquisition, which in turn reveal the nature of the human capacity to learn and more important, the target of learning. Drawing upon the sociolinguistic studies of speech communities, it takes a dynamic view of language according to which language is a constantly evolving entity and children in the process of acquiring language(s) of their communities favorably respond to the innovations set in motion by the older members of their own generation; and previous generation in the case of immigrant communities when they do not have optimal access to the relevant (insufficient in terms of number or frequency of interaction) older peer in the local speech community, thereby propelling changes forward. This is contrary to the unusual emphasis laid on children and their creative capacity in generative theories of grammar assuming that children receive impoverished inputs in the forms of baby talk from adults which is not very helpful in instructing children in their pursuit of language acquisition.