IndexAbstractIntroductionLanguage acquisitionBilingualism in later lifeIdentityAbstractMany are born into families where more than one language is spoken and there may be a different language spoken outside the family. This flow of linguistic information is somehow encoded in the brains of these bilingual children. After growing up, the bilingual child ends up speaking both languages ​​fluently (or not, depending on the situation) around him. Regardless of the outcome, compared to monolingual children, a bilingual child's language acquisition and socio-psychological development will be different. Depending on the situation, a child raised in a bilingual environment may have delayed or accelerated language acquisition, better or worse language proficiency, and learning ability. Being bilingual may provide additional advantages in terms of neural cognition. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay IntroductionThis article will identify the differences between bilingual and monolingual language acquisition in children and explore their various differences, which may emerge in later development. Being bilingual seems like an advantage in terms of being able to communicate with multiple people from different cultures, but there are other more subtle advantages that a bilingual speaker might have. These advantages may influence a bilingual child's social-psychological development in ways that are different from those of a monolingual counterpart. Language Acquisition Much research has been done on the phenomenon of language acquisition, demonstrating that children, whether born blind, deaf, or with a neurodevelopmental disorder, can still develop solid language skills. Language acquisition is a complex ability inherent to human nature. Numerous phases of language acquisition have been studied and numerous components on which a child's linguistic development depends, regardless of the amount of languages ​​that surround him. Bilingual and trilingual children go through the same general stages of language acquisition as monolingual children (Maneva, 2004). According to Sebastian-Galles (2010), bilingual children do not necessarily have delayed development and are able to discriminate two different languages. at the same time within their environment, they learn word-object associations and fine-tune their phoneme inventories. However, the developmental process of bilingual children is different. For example, bilingual children develop their own processing strategies, which allow them to cope with the amount of language input. Furthermore, this dual input causes bilingual infants to pay more attention to additional auditory cues, thus becoming more receptive in discriminating sounds. do not differ. The fact that a bilingual is not able to name things as quickly as a monolingual can be explained by the fact that bilinguals are less proficient in both languages ​​and “the words in their mental lexicon are actually at a lower level of functional frequency ”. Other possibilities to explain this delay are that bilinguals might go through a competitive process while speaking, or that there is an output buffer in which the unnecessary or "non-target" element must be suppressed or eliminated. Please note: this is just a sample. Get a custom paper from our expert writers now. Get a Custom Essay Identity According to Karmela Liebkind, there are multiple factors one might consider when deciding whether or not one feels one has a bilingual identity. The obvious one is the origin when the family is.