Learning a new language is an inevitable part of being adopted internationally. For many IA children, this is a distressing experience related to an abrupt loss of the native language and a relatively slow acquisition of another language in a situation of ongoing stress of adjustment to a new physical and sociocultural environment. This chapter discusses the psychological consequences of abrupt first language attrition in IA children and the dynamic of new “native” language learning in adoptees: social/communicative vs. cognitive/academic language acquisition. All pros and cons of “English as a second language” (ESL) methodology for school-age IA children are discussed. This chapter considers the issue of language-based learning difficulties and disabilities in IA students and typical confusions with the assessment of language in IA children. Finally, the remediation of cognitive/academic language in IA children through a methodology known as the Cognitive Academic Language Learning Approach (CALLA) is examined. Language losing and language learning is a traumatic experience: for many IA children, difficulties result in cognitive, academic, and self-regulatory weaknesses. Remediation and scaffolding of language development is a bare necessity for the majority of late-adopted students.