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According to the dual language hypothesis,  the child develops structures for both languages from the beginning.

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Some also call it subsequent bilingualism.

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Is when bilingualism is achieved via learning a second language later than the first language.

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Is when bilingualism is achieved via acquiring a first and second language concurrently.

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2.1.3 According to the context of acquisition

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2.1.3 According to the context of acquisition

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Accounts have generally relied upon factors of context, age of acquisition, degree of proficiency or ability, “nativeness,” or “native-likeness,” and social identity.

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The authors say that the interference occurs at the lexical level in the first stage and that there is interference at the syntactic level in the third stage.

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What supports this idea is the interference of aspects from one language to another.

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The authors state that initially the bilingual child's brain stores all linguistic information in one place.

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The bilingual process of a child in the first is the stage in which the child has a lexical system that includes words from both languages.

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People learn an L2 for different purposes, which is why they tend to develop a language skill better that the others.

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Balanced bilinguals don't have to have a higher level of language skills but rather have them developed equally.

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Not everyone is equally bilingual because they have different levels of proficiency regarding different language skills ((reading, writing, listening, and speaking).

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1. Late and early bilingualism means natural or primary.

2.  Artificial bilingualism means when the person learned a second language.

3. Children have no worries or pressures to make mistakes when speaking a second language while an adult is afraid of making mistakes.

4. It is important to learn a second language at any age as there are advantages and disadvantages to being bilingual.