1. Adventages
1.1. Access to a larger world
1.1.1. When you learn a language you also learn the culture.
1.2. Better ability to focus
1.2.1. Bilinguals find it easier to focus and can avoid distractions (Dr. Judy Willis, 2012).
1.3. Intellectual Gymnastic
1.3.1. Learning another language stretches your mind intellectually.
1.4. Better at multitasking
1.4.1. Bilingual kids can switch from one activity to another faster and are better at doing multiple tasks at once than monolinguals (Ellen Bialystok, 1999).
1.5. Linguistic facilities
1.5.1. Being bilingual helps you to learn another language.
1.6. Deep understanding of the concept of “language”
1.6.1. Bilinguals have a deeper appreciation of what is a language.
1.7. More job opportunities
1.7.1. Fluency in more than one language can open many doors.
1.8. Travel
1.8.1. Being fluent in more than one language creates opportunities for travel.
2. Is the phenomenon of speaking and understanding two or more languages.
2.1. The term can refer to
2.1.1. Individual Bilingualism
2.1.1.1. The use of two (or more) languages by an individual.
2.1.2. Societal Bilingualism
2.1.2.1. The use of two (or more) languages within a given community.
3. Types of bilingualism
3.1. Early Bilingualism
3.1.1. Makes reference to children who have learned a second language before the age of six.
3.1.1.1. We can make a distinction between two sub-categories.
3.1.1.1.1. Simultaneous Early Bilingualism
3.1.1.1.2. Successive Early Bilingualism
3.2. Late Bilingualism
3.2.1. Is the process of learning a second language after the age of six.
3.3. Additive Bilingualism
3.3.1. Someone has learned a second language in a manner that enables him to communicate in both languages, without diminishing his skills in the first language.
3.4. Subtractive Bilingualism
3.4.1. Someone has learned a second language, but not without aftereffects for the first language.
3.5. Passive Bilingualism
3.5.1. People that can understand a second language, either written or spoken, but cannot speak it.
4. There are five important variables in relation to bilingualism
4.1. Degree of bilingualism
4.1.1. Balanced Bilinguals
4.1.1.1. Individuals fully competent in both languages.
4.1.2. Dominant Bilinguals
4.1.2.1. Individuals who are dominant in one language.
4.1.3. Passive / Recessive Bilinguals
4.1.3.1. Individuals who are gradually losing competence in one language, usually because of disuse.
4.1.4. Semilinguals/ Limited Bilinguals
4.1.4.1. Individuals who appear to have limited proficiency in both languages.
4.2. Context of bilingual language acquisition
4.2.1. Individual who are labeled as 'Limited Bilinguals' are usually from lower ses (social economic status) groups.
4.2.1.1. Primary context / natural bilingualism
4.2.1.1.1. Situations in which a child acquires both languages in a naturalistic setting without any structured instruction.
4.2.1.2. Secondary context / school bilingualism
4.2.1.2.1. Situations in which a child acquires one of the languages in a structured setting, usually school.
4.2.1.3. Naturalistic fused setting
4.2.1.3.1. No separation of context for both languages; child is exposed to both languages in the same context.
4.2.1.4. Naturalistic separate setting
4.2.1.4.1. One parent, one language model; but also applies to other interlocutors, i.e., siblings, peers, grandparents, etc.
4.2.1.5. Elective bilinguals
4.2.1.5.1. Individuals who have some element of choice about learning a second language.
4.2.1.6. Circumstantial bilinguals
4.2.1.6.1. Individuals who have no choice about learning a second language; indigenous colonized or minority groups.
4.3. Age of acquisition
4.3.1. We have a superior language learning capacity early in life which will disappear or decline with maturation.
4.4. Domain of use of each language
4.4.1. The different spheres of influence in a speaker’s life.
4.4.1.1. Family
4.4.1.2. Friendship
4.4.1.3. Religion
4.4.1.4. Education
4.4.1.5. Employment
4.5. Social orientation
4.5.1. Attitudes of bilinguals toward their bilingual status; attitudes toward the larger community; attitudes of the larger community toward them and their bilingual status.