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There has been a growing enthusiasm in Korea for the early education of English as a foreign language (EFL). The present study examined the validity of the Critical Period Hypothesis in terms of the Universal Grammar (UG), in three different types of learning contexts - first language (L1), second language (SL), and foreign language (FL) learning contexts. While previous research findings in L1 and SL learning contexts suggest that UG principles and parameters are accessible to language learners only for the early years of lifetime, this article argues that their results - and even the methods - cannot be applied to EFL settings and that independent studies on the EFL context are, required. It also proposes the recent UG notion of functional categories as the most appropriate subject in the discussion of Korean EFL learners' access to UG. Findings on foreign language contexts, including the author's own, strongly indicate that UG is not sensitive to learners' starting ages in FL settings. If young children in FL contexts cannot develop their interlanguage grammar based on UG, the existing teaching methods for young children should be revised.
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