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- The Unitary System Theory
This theory tries to explain how several languages, i.e. how languages are stored in a bilingual brain in one place (Volterra and Taeschner, 1978). They mention that it consists of 3 stages:
1.- The brain learns in a similar way to the monolingual two languages, the child has a vocabulary system for both. In this stage, there is interference at the lexical level according to the authors.
2.- The child distinguishes between two different vocabularies, i.e. he/she has two lexical systems, but applies the same syntactic rules to both.
3.- In this stage, the bilingual learning process is completed. The child has two linguistic codes (two lexical systems and two syntactic systems), but each language is associated with the people who use it.

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 According to the context of acquisition

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 According to the context of acquisition

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According to McLaughlin (1978), there are two types of the context within bilingualism:

Simultaneous: this is generated naturally from the beginning in a child, i.e. the two languages are present at the same time and are learned equally. But Rosenberg (1996) mentions that there are 4 factors that can affect this process:
1. The parents' ability in the language
2. The actual way in which the parents will interact linguistically with the child.
3. The language they use with other family members.
4. The language the child uses in the social context (community).

Successive: This is a process in which the child first learns his or her mother tongue and then a second language, i.e. later and in a more formal manner.
Here there is a later exposure to a second language compared to simultaneous.

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Theory proposed by Ojemann and Whitaker (1978)

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

There are as many systems in the bilingual brain as there are languages known by bilingual people.

This theory "cannot explain why an item cannot be accessed in one language while its cognate in another language can be accessed in bilingual aphasia".

People are not able to access linguistic information in both languages.

The person would have two alternatives: either he/she accesses both languages or he/she does not access any of them.

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

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Competence refers to knowledge, characterize native speakers by their competence to identify ungrammatical utterances. They provide valid grammaticality judgements on their language using intuitive knowledge of the grammatical sentence,bilingualism is not only a competence in two languages but also a competence of mediating between the two languages. Competence in each of the two languages can vary considerably both with respect to the various skills like speaking, writing, reading and listening, and with respect to the content to be communicated as well as the domain of the communication.

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- Early and late acquired phenomena result in different outcomes for the different types of bilinguals.
- Child L2 learners perform much like adult learners and very differently from eL2 children.
- In a child learning has a positive effect on reading, phonological awareness and language competence in both languages.
- Highly sensitive to the age of first monolingual exposure.
- In child lexical development is the age when a new word first enters the child's lexicon.
- In L2 children’s errors were similar to those found in L2 adults.
- Adult controls performing faster and more accurately than the children.