The cultural aspect of international adoption. In this article theoretical conceptualizations of Vygotsky and Feuerstein serve as a major paradigm for the analysis of cultural issues of international adoptees. Native language attrition and dynamics of English language acquisition are considered in the context of transculturality. The specificity of cumulative cognitive deficit (CCD) in international adoptees is linked to prolonged institutionalization, lack of cultural mediation in early childhood, and profound native language loss. The issue of remediation is examined with an emphasis on cognitive education in the context of acculturation.