This chapter aims to analyse language acquisition and educational outcomes in the Peruvian Quechua native speakers learning Spanish, considering the implications of neuroscientific analysis in the reinforcement of cultural paradigms. Based on the relationship between history, culture and linguistics, the issues resulting from learning Spanish as second language are presented. These are then concretely examined through the impact of functional convergence to establish how learning both languages efficiently becomes a complex yet necessary endeavour. This bridges the analysis to temporally-relevant brain functions that are affected when learning both languages, using the Event-Related Potential framework. Cognitive stimulation through effective child-rearing practices is exemplified as a potential tool for improving language acquisition of either, and both, languages at an early age, taking into consideration socio-cultural concerns.