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Aglioti et al. (1996) argues that all languages are subsystems within a larger one, it is totally acceptable for this person to lose only one of his or her languages and keep the other, because they are stored in different subsets.

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Paradis (2001) states that "language is an independent neurofunctional system" -> there is a smaller system (also called a subsystem or subset) for each language.

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It states that in the bilingual brain there is a larger system that contains each language in smaller subsystems.

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The mother tongue would be located in Broca's area while new languages would form new nuclei in the anterior frontal part of this area.

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Languages would share the same area but in different neural circuits, on the one hand, the common elements of the two languages would be stored.

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All languages are located in the same brain area, but have different neural circuits.

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The languages are in the same hemisphere, but in different places within it, since they are stored separately.
Languages do not share share brain areas.

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This theory states that a bilingual child has two different systems, one for each language.

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16. Early research on code-mixing assumed that these children were actually confused.

17.  It is not confusion of a mixed language, it is a variety of social cues.

18.  It reflects more blends when they are in their weakest language.

19. Being able to control the two languages is a sign that they don't have the same grammar.

20. It is important for them to learn two languages from a young age because when they grow up it will be easier for them to learn a new language.

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6. In 29 children they observed the different syntactic properties: pronouns, word order, gender, etc.

7. With the studies conducted there was no evidence that the children put their grammars together.

8. The youngest infants have the ability to differentiate between two sounds that are phonemes.

9. Infants lose the ability to differentiate sounds and can only hear the phonemes of their own language.

10. In 2003 some babies learned Spanish and Catalan. In Catalan they are concerned about differentiating the vowel [e] [£] but not in Spanish.

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11. 4 month old babies can differentiate any pair of sounds.

12. 8-month-old babies. They can differentiate vowels.

13. 12-month-old babies are locked into the sound system of their language.

14. In one year they can master the sounds they need.

15. When a child mixes the two languages it is known as "Code Mixing."

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1. Dads worry a lot about how their babies cope with language acquisition.

2. When they learn two languages at the same time it is known as simultaneous bilingual acquisition of the first language.

3. All grammar, all vocabulary is grouped together in the baby's mind.

4. Children have no problems learning two languages at the same time because they build grammars for both languages very well.

5. They studied 15 French/English bilingual children from 2 to 4 years old because in English negation comes before the verb and in French vice versa.

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It is based on the fact that one language can interfere with another without losing its mother tongue.

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This theory claims that all languages known by bilinguals are stored in a common location.

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This is the first theory which tries to explain how the bilingual brain stores all languages known by bilingual people.

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When one language is established first and a second is learnt subsequently. Here the first language-second language distinction is valid, and learning can be said to be successive.

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

People are not equally bilingual in all skills.

Grosjean (1982) states that most of bilingual people use their languages for different.

The environment in which bilingual people are inserted is what demands the levels of development of the four basic skills in each language (speaking, listening, reading and writing).

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The child who hears two languages from birth, one from the mother and another from the father, is a bilingual child and this acquisition is simultaneous.

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Is a matter of degree, and people cannot be considered equally bilinguals because they have different levels of proficiency in all skills and their.

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Young children do not face emotional pressures like adults

Young children don't care about looking silly

Young children feel comfortable talking in a second language

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People who learned a second language after the age of 12.

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People who learned a second language before the age of 6.

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Beadsmore (1986, p. 3) “the term bilingualism does not necessarily restrict itself to situations where only two languages are involved but is often used (...) to embrace cases of multi- or plurilingualism”

Pavlenko (2005, p. 433) “the terms bilingualism and multilingualism interchangeably to refer to the use of two or more languages by individual speakers and groups of speakers”

Bloomfield (1933) "only those people who have “native-control of two languages” are considered bilinguals"

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The exposure of babies to a second language at the same time

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The exposure of babies to a second language at the same time

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Simultaneous and successive (also called sequential)

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a bilingual person can be considered: early or late.

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THE BILINGUALISM ON FIRST-LANGUAGE DEVELOPMENT AND COGNITION: TYPES AND APPROACHES TO BILINGUALISM THEORIES

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THE BILINGUALISM ON FIRST-LANGUAGE DEVELOPMENT AND COGNITION: TYPES AND APPROACHES TO BILINGUALISM THEORIES