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Social bilingualism is dealt with by sociology and individual bilingualism by psychology.

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Individual bilingualism, on the other hand, is related to the skills that a person possesses in two languages and to the factors involved in the acquisition process. S

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The former refers to the coexistence of two languages in the same speech community.

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A distinction is made between social and individual bilingualism

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And on the other extreme, the theory of the tripartite system
affirms that in the bilingual brain, there are as many systems as there are languages bilingual people know. In these separate systems, the brain stores all the linguistic information that is not common to both languages.

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On the other hand, the dual system theory states that a bilingual child has two different systems, one for each language, and in the event that he or she eventually has a brain lesion in either language system, they can still express themselves in the other language.

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The theory of the Unitary system is differentiated by what is said to consist of two stages in which the first is characterized because the child develops as a monolingual child and the second where the child has two lexicons but they have a single syntactic system and the same syntax rules apply to both languages

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According to the context of acquisition 

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According to the context of acquisition 

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◾ Jeyssi Elizabeth Morocho Basante
◾ Selena Juleydi Rodriguez Aviles
◾ Noelia Anali Proaño Troya
◾ Stefany Daniela Serrano Gómez

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The youngest babies can differentiate between two or more sounds of a specific language.

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Young children have no problem putting words into sentences.

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IᗪᕮᗩS Oᑎ SIᗰᑌᒪTᗩᑎᕮOᑌS ᕮ᙭ᑭOSᑌᖇᕮ Oᖴ IᑎᖴᗩᑎTS TO ᗩ SᕮᑕOᑎᗪ ᒪᗩᑎGᑌᗩGᕮ (ᐯIᗪᕮO)     

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IᗪᕮᗩS Oᑎ SIᗰᑌᒪTᗩᑎᕮOᑌS ᕮ᙭ᑭOSᑌᖇᕮ Oᖴ IᑎᖴᗩᑎTS TO ᗩ SᕮᑕOᑎᗪ ᒪᗩᑎGᑌᗩGᕮ (ᐯIᗪᕮO)     

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Young children have mixed grammar and correctly know the place for negation in each language.

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Linguists believe that bilingual children have two different grammars for their two different languages due to a multitude of data and perceptions of the child, and even if they mix codes, it does not mean that the children are confused, they just have more grammar.

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It is suggested that learning the language at an early age facilitates the learning of new languages in the future.

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Babies may be in a situation where they mix up more words when they are weaker in one language, and mix up less when they feel more confident in one of the two languages.

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Research with adults shows that they also perform code-mixing depending on the situation, who they are talking to, the degree of formality or how well they speak both languages.

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The reason parents worry is that they hear their child mixing their two languages and think that the baby is confused. This is known as code mixing, and it can occur at any level of language, from sounds to words and phrases.

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Third group: 12 months of age, they do not distinguish between the pair of sounds, but they still manage to do so in the end.

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Second group: 8 months of age, they do not differentiate sounds very much, but after the age of one year they manage to notice the difference.

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First group: 4 months of age, babies can correctly differentiate between any pair of sounds.

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The researchers monitored three groups of children, some of whom spoke only Spanish or Catalan and some of whom were bilingual.

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According to a 2003 study, which looked at babies learning Spanish and Catalan at a very young age, Catalan is concerned with the difference between two vowels such as [e] and [ɛ], whereas Spanish is not, as they are both part of the same phoneme.

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Children build grammar very well in both languages.

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Young children can analyze the syntactic properties of a language, such as pronouns, gender, negation, etc.

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After infancy, people lose the ability to differentiate sounds and only hear the phonemes of the L1.

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Within one study, there is no evidence that children mix languages, but rather keep the 2 languages separate within their cognitive abilities.

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Children between 1 and 6 years old can make combinations of languages in different situations.

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Language learning or learning a new language may seem intimidating.

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In 1970, it was discovered that babies who handle 2 languages can group grammar and vocabulary within the mind.

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Bilingualism is also defined as psychological and social states of individuals or groups of people that result from interactions through language.

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Bilingualism is the ability to speak, read, write, or even understand more than one language.

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Bilingual people have different levels of proficiency in all skills and their subdivisions, they are rarely equally fluent in their languages; some speak one language better than another, others use one of their languages in specific situations, and still, others can only read or write one of the languages they speak.

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A bilingual person can be considered early or late.

People who learned a second language before the age of six are early bilinguals and those who learned a second language after the age of twelve are late bilinguals.

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There are two types of bilingualism depending on the context of acquisition: simultaneous and successive (also called sequential).

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Simultaneous bilingualism: hearing two languages from birth, one from the mother and one from the father is a bilingual child.

Successive bilingualism: distinguishes the first language-second language and occurs from the age of three.