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11. The youngest babies have the ability to differentiate between the different words of any language.

12. In adults, the acquisition of a new language turns out to be more complex since we can only listen to phonemes of our own language.

13. The studies carried out in children of 2 and 4 years it was possible to observe that they are capable of developing and using two languages at the same time, for example French and English.

14. People who are early learners of two languages in adolescence will find it easier to learn more languages.

15. Children who manage bilingualism from an early age will later have great success in acquiring new languages.
16. Simultaneous bilingual acquisition is when babies acquire two languages at once.
17. Children who acquire two languages at the same time have the ability to differentiate them and keep them separate in their head.
18. Children are able to differentiate grammar and phonemes in any language. 19. Code mixing can occur at any layer of the language.
20. Babies tend to learn two languages without any inconvenience, which does not happen with adults.

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1. For adults, learning a new language can seem intimidating. But, for babies, it can be an easier task as they are considered little linguistic geniuses.

2. It was said that in babies with two languages, all the grammar and vocabulary of both languages would clump together in their baby's mind, and then they had to figure it out.

3. The process of code-mixing is when children mix two languages. It can occur at any level of language, from sounds to words and phrases.

4. Early research on code-mixing states that children are just confused by both languages.

5. Bilingual adults also make these kinds of changes. Several studies have found that everything is conditioned: you change more or less depending on who you are, who you speak with, what you speak, and how good you are at both languages.

6. Children have a great facility for understanding the grammar of two languages simultaneously.

7. Research shows that children do not put the grammar of the languages together. But they are separate in their brains.

8. Babies can differentiate between two sounds that are phonemes in any language.

9. As we grow older we lose the ability to differentiate between two sounds that are phonemes and only hear the phonemes of our language.

10. Learning two languages at an early age helps to make it easier to learn more languages in the future.

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Paradis  (2001)  says  that  “language  is  an  independent  neurofunctional  system.

Each  language  is  a  subset  of  the  larger
language neurofunctional system.

This theory states that there are, in fact, as many systems for languages as many  languages  bilingual  people  know.

Explains  the  mixing done  by  bilinguals.

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Claims  that  in  the  bilingual  brain  there  are  as  many systems as many languages bilingual people know.

The brain stores all linguistic information that is not common to both languages.

Apparently this theory would finally solve the problem.

It would explain the loss of just one of the languages known by bilinguals.

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This  theory  states that  the  bilingual  brain  has  two different systems, one for each language.

“Bilinguals  are  capable  of  differentiating grammatical systems”  Meisel  (1989,  p.  37),

Heredia  (1996)  establishes  that  the  “view  of  bilingual  memory  emphasizes  differential storage and processing”

What  supports  this  theory  is  the  fact  that  the  languages  known  by  bilingual  people indeed  can present  grammatical  differences

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Explain  how  the  bilingual  brain stores all languages known by bilingual people.

Claims that all languages known by bilinguals are stored in a common location.

Volterra  and  Taeschner  (1978): claim  that  initially  the  bilingual  child’s  brain  stores  all  linguistic information in the same single place.

Nicoladis and Paradis  (1995)  say  that  the  children  mix  languages because  of  the  children’s  preferences  for  a
language  or  word.

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The studies came up with four different theories: the Unitary System, the Dual System, the Tripartite System and the Subsystem Theory Hypothesis.

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Simultaneous bilingualism:

The parents’ ability in one or more languages.

The parents’ actual use of language with the child.

The  language  or  languages  other  family  members  speak  with  the  child.

Successive  bilingualism:

This happens  when  a  child  has one  established language  before  learning  a  second  language.

Describes  exposure  to  more than  one  variety  from  the  onset  of speech.

Age margins  are  unclear  in  both  cases  because  of  the  continuous  process  of  cerebral  formation.

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Individuals acquiring  a  second  language  (L2) usually report being better able to understand thanspeak their L2.

Most bilinguals are more comfortable using one language than the other.

Balanced bilingualism,  occurs  when  a  speaker’s  mastery of  two  languages  is  approximately  equivalent.

Balanced bilinguals may be said to have approximately equal skills in both languages.

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Bilingual  language acquisition refers to the simultaneous acquisition of two languages beginning in infancy ​

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According to age:

A bilingual person can be considered early or late.

People who learned a second language before the age of six are early bilinguals.

People who learned after the age of twelve are late bilinguals.