 The indirect access viewpoint considers the possibility that access to a second language grammar is first through a first language, where the second language then causes a resetting and restructuring of the learners understanding of grammar once they have been exposed to the second language.Theories of partial access argue that L2 learners have partial, but not full access to UG through their L1.Scholars in Generative SLA have suggested that their research is relevant in developing effective methods of teaching a second language in classroom settings including bilingual, immersion, second dialect education and second language literacy programs.