Heritage language acquisition theories are highly contested. The most common theory is the Incomplete Acquisition Theory,[1] but other scholars have considered delayed acquisition, variations in input, and cross-linguistic influence as factors that contribute to heritage language speakers' competence (see section on Acquisition Theories). For children who may have acquired a different dialect of the heritage language, they would require a unique type of instruction that may differ from styles of instruction that would be most beneficial for students who experience incomplete acquisition at an early age.[2]