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The so-called CLIL framework, which is the result of applied philological research over the past ten years, is much more than just isolated language instruction in a functional curriculum with a clear context for German studies.

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Diglossia: when there are two (or more) languages in a region and one of them is more prestigious than the other.

Equilingualism: when both languages are used in all circumstances and the majority of speakers are bilingual.

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Those who pick up a second language after turning twelve are labeled late bilinguals, as are those who have grown up speaking both languages.

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In any kind of competition for supremacy at work or in society, it is necessary to find the most qualified individual to perform impeccable tasks, thus also encountering the competition that exists and is globalized in all fields.

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This bilingualism occurs after the so-called critical period, which is based on learning it once the mother tongue is established.

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Simultaneous bilingualism is that which arises when it can be said to occur during the crucial period when children tend to develop both languages.

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Learning according to the context usually refers to the acquisition of this which can be simultaneous or successive.

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Other languages have been used for specialized reasons for a long time, and imbalanced bilingualists are people who are proficient in some language skills—which could be productive or receptive—but not all of them.

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We will propose some people as bilingual because they tend to use both languages with great efficiency and employ them to perfection.

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Children learn more easily since there are fewer significant hurdles to their education because they do not carry the same emotional load as adults.

Children that are bilingual speak more confidently while using sonorous tones.

At any age, a child can become multilingual by learning more than two languages.

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4. The Subsystem Hypothesis or Subset Theory Hypothesis.

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4. The Subsystem Hypothesis or Subset Theory Hypothesis.

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Paradis claims that "each subsystem contains its own phonology, morphosyntax, semantics and lexicon"(Paradis, 2007, p.4).

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In these separate systems, the brain stores all linguistic information that is not common to both languages.

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A bilingual child has two different systems one for each language and is able to distinguish his/her language system from the beginning.

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At the first stage, the child has one lexical system which contains words from both languages.