With the technological age, accessibility to the moving image is almost at the reach of each and every child in the society. “The presence and intensity of media influences [...] are increasingly recognized as an important part of the social ecology of children and youth, and these influences have become more visible and volatile in recent decades.” (Jowett & Fuller-Seeler, 1996). Nowadays, with all the three-dimensional animations and better quality of images and sounds, kids are more attracted towards the motion picture and while enjoying it, they can easily linked the dialogues with its concept. Ultimately, the hearing and visualization accumulated during these sessions shape their linguistic behaviour as well as their social attitude. Children have the tendency of imitating their favourite cartoon characters and Bollywood heroes, which influences their language lexically and phonologically. As a result, unconsciously, they include speech acts from these characters into their daily communication and sometimes kids idealize them to such an extent that they will copy their dressing and speaking styles by adjusting their accent and tone. This paper will study the linguistic and cultural behaviour of kids under the influence of the moving media and how it contributes in building their cultural and linguistic personality both positively and negatively. In the current century, the moving media has become a complete part of the family. It “is an important tool for most people, young or old, as today most information are delivered to the public via this technology.” (Jusoff, 2009) It is easily accessible either for entertainment or knowledge, “thus occupying the vast majority of children’s leisure time, movie-going and magazine reading had decreased considerably, and television had taken over the job of entertaining children, replacing playmates, babysitters and comic books.” (Newman, 1995) Various organizations and researchers (e.g. Anderson & Pempek, 2005; Griffiths & Machin, 2003) have raised questions against the effects of media on children’s psychological and linguistic behaviour. There is an underlying relationship between media and linguistic in the sense that “the analysis of a film as a systematic set of codes, conventions and structures which can be learnt, modified and represented cognitively has generated some common ground between cognitive psychology and film and television theory, particularly in linguistics [...] this tradition of studying film and television is indebted to the semiotic teachings of the linguist Ferdinand de Saussure.” (Pearson & Simpson, 2000) As per the rule of nature in order “to acquire the native language, a child must do two things: Learn the words of the language and extract the relevant phonological characteristics of those words,” (Storkel & Morrisette, 2002) these two functions happen both consciously and unconsciously under several influences, including that of media. The foremost effect of media is IMITATION, which has been omnipresent in the society since ages. According to the Greek philosopher, Plato, “There are three arts which are concerned with all things: one which uses, another which makes, and a third which imitates them.” In fact, to intensify this statement, his student Aristotle claims that “imitation is natural to humans from childhood” and it is through imitation that we development our linguistic, academic and social behaviour. Thus, a child imitating his favourite cartoon character or hero is merely following his unconscious sense, and out of innocence copies whatever he conceives without making the difference between right and wrong utterances or behaviour. This is so, as young children are often unable to separate the reality from media, which is hardly representative of anyone’s reality, but kids do have a harder time making this distinction. Thus, “since television conditions the viewer’s perspective to accept the unreal as real [...] children with limited experience can easily confuse screen fantasy with reality.” (Hefzallah, 1987) In fact, the two crucial theories relating media to the unconscious mind is the cognitive approach and the psychoanalytic approach. According, to the theorist Christian Metz the former is the ‘unconscious mind’, which is most closely paralleled by the structures of film and the experience of filmviewing. The second one is concerned about the cognitive effects of viewing films, which are merely seen “as an almost literal model of imaginative and unconscious mental processes.” (Pearson & Simpson, 2000) Furthermore, imitation at the phonological level usually occurs after numerous repetitions of the same utterances. Terminologically, the term “repetition can be seen as a particular kind of imitation, one that is often associated with language.” (Saxton, 2010) Phonologically, today’s children are very sharp in grabbing catchy lines from the moving media and later on acting it out and even incorporating it in their play. It is really amazing seeing how kids play with their vocal cord to adjust the tone and accent of the following utterances to copy their Bollywood heroes, • Majhi satakli re! (Singham, 2011) • Son of Sardar ... (Son of Sardar, 2012) • Aal Izz Well (3 Idiots, 2009) • “Ek baar jo maine commitement kardi, us ke baad toh mein khud ki bhi nahi sunta”. (Wanted, 2009) • Ra ra Rowdy Rathore... (Rowdy Rathore, 2012) • Don Ko Pakadna Mushkil Hi Nahi Namumkin Hai (Don, 2006) • Khiladi bhaiya khhiladi bhaiyya khiladi (Khiladi 786, 2012) • Ae Mamu! (Munna Bhai M.B.B.S., 2003) Some other popular phrases from cartoon characters, where kids usually copies the regional accents, such as Chhota Bheem, the “little boy in a dhoti from an imaginary Indian village called Dholakpur, has caught the fancy of kids all over India. The protagonist is a child with exceptional physical strength supported by quirky characters, simple plot lines, silly gags and tongue-in-cheek dialogues.” (Udiaver, 2011)