Bilingualism is a natural phenomenon all over the world. Unintentionally, however, monolingualism has been used as the standard for characterizing and defining bilingualism and multilingualism in linguistic research. This conception has led to a “fractional,” “uneven,” and “distorted” view of bilingualism, which is rapidly becoming outdated in light of rapidly growing, multi-pronged interdisciplinary research. Other central concepts such as individuals' bilingual language attitudes, language choices, and consequences, which distinguish bilinguals from monolinguals, are addressed. Language acquisition is an innate, biological as well as social phenomenon. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essayPolitical bilingualism refers to a country's language policies. Unlike individual bilingualism, categories such as monolingual, bilingual, and multilingual nations do not reflect the actual linguistic situation in a particular country (Edwards, 2004/2006; Romaine, 1989/1995). Hong Kong, for example, is officially recognized as a bilingual country. This means that Hong Kong promotes bilingualism as the language policy of the country and society as a whole. English and Chinese are the official languages. This in no way implies that most Hong Kong speakers are bilingual. Indeed, monolingual countries may reflect a high degree of bilingualism. Multilingual countries such as South Africa, Switzerland, Finland and Canada often use one of two approaches – “Personality” and “Territorial” – to ensure bilingualism. The personality principle aims to preserve individual rights (Extra & Gorter, 2008) while the territorial principle guarantees bilingualism or multilingualism within a particular area to a variable extent, as in the case of Belgium. In India, where 23 languages ​​are officially recognized, the government's language policies are very open to multilingualism. The “three language formula” is the country's official language policy (Annamalai, 2001). In addition to learning Hindi and English, their national languages, school children can learn a third language spoken within or outside their state. In my personal opinion, bilinguals can move between one or more language models as required to produce, understand, and process verbal messages in the most efficient and cost-effective manner. Bilingualism is a natural phenomenon all over the world. Unintentionally, however, monolingualism has been used as the standard for characterizing and defining bilingualism and multilingualism in linguistic research. This conception has led to a “fractional”, “uneven” and “distorted” view of bilingualism, which is rapidly becoming outdated in light of rapidly growing, multi-pronged interdisciplinary research. Other central concepts such as individuals' bilingual language attitudes, language choices, and consequences, which distinguish bilinguals from monolinguals, are addressed. Language acquisition is an innate, biological as well as social phenomenon.