This paper suggests that language study focus its attention more on the pedagogical needs of educators by offering them a more comprehensive dialectical and unifying theory of language development that could then present the process as a holistic endeavor instead of as a set of separate linguistic acquisitions. Specifically, it suggests the use and application of Jean Piaget's cognitive dialectic theory of development (equilibration theory) or a similar one, for general heuristic language development purposes and as a unifying theory for language development. The paper contains two major sections. The first offers a brief and general neo-Piagetian interpretation of equilibration theory that is still taking form. The second presents a particular interpretation of language development first from a dialectical viewpoint and then as a progressive equilibration. (FL)