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Bilingual Acquisition vs Monolingual acquisition
Monolingual is a term used to describe an individual who knows or speaks only one language. As found by (Pavlenko, 2002, p298) “Adults in various regions and countries of the world continue learning additional languages throughout their lives; neither age nor aptitude is considered an important factor in the learning process”.

Bilingual is a term used to construe individuals who are fluent in more than one language and use those languages on a regular basis. According to research by (Werker 2011; Byers & Heinlein 2008) babies that are raised in bilingual homes get a perpetual boost by the time they reach the age of 8 months that promotes resilient thinking and sharpens their mind, they can distinguish the sounds between both languages that they are regularly exposed to.

Language development in children
Various cues used by bilingual babies to distinguish the two languages are lip movements, mouth gestures, silent talking faces, the rhythm of jaw opening and closing and a comprehensive ensemble of facial movements.

Language development in children usually passes through the ensuing phases:

STAGE - 1
Between birth to 3, classified as the early phase, children render progress in phonology, syntax, morphology and semantics, have a vocabulary of about 1000 words and use language for various purposes like responding and requesting.

STAGE - 2
Between ages 3 to 4 classified as the middle phase,children acquire more accurate pronunciations,increase the length and complexity of their sentences,involve interrogative words to test their hypotheses,ascertain their perceptions of time and quantity,may have more extensive vocabulary even though their comprehension of the same is limited,engage in speech modification which is effective, appropriate and incorporate politeness maxims to a certain degree.

STAGE - 3
Finally in the late phase which is between 5 to 6,children will use more than six words per sentence in each acquired language, which show prominent advancement in semantics and comprehension for both languages. Their apprehension of language register is competent with regard to the setting and person.They are able to adjust speech to the needs of their listeners and are more productive with clarifying meanings attached to their words.

The Bilingual Paradox
During language development, Children mix their languages to varying degrees with their own developing language preference, this is not a sign of linguistic confusion but a common phenomenon for bilinguals and multilinguals more appropriately explained as code switching.

The reasons that paradoxical views of bilingual acquisition persist are that even though bilingual language acquisition is the norm in many parts of the world and has fueled a widespread belief that young children can effortlessly acquire two or more languages, there is also the belief that early bilingual language exposure may cause language confusion as well as significant delay in language development. This is prominently known as `bilingual paradox'.

As found by Crawford (1999), parents and educationists possess the general angst that exposing a child to another language too early may interfere with ‘normal’ language development.

Contemporary scientific research done by Genesse (1989) to determine whether young bilinguals are tacitly aware of their dual language acquisition as compared to one, illustrated two classes of hypotheses namely; unitary and differentiated language systems.Unitary language system hypothesis asserts that children exposed to two languages first have a single fused linguistic representation, and it is only by age of 3 that they begin to differentiate their two native languages. This assertion of children's initial linguistic knowledge being fused implies that they undergo protracted language development as they sort out their two input languages which is consistent with the inkling of public perception of language delay in young bilinguals (Watson, 1996; Chiocca, 1998)

So as to get a better understanding of differentiated language system hypotheses, a classic study by Volterra and Taeschner (1978), depicted that very young bilinguals in the one word stage have few semantically corresponding words across their two languages hence suggesting that young bilinguals do not initially differentiate between their two languages. It therefore shows that bilingual toddlers incorporating rudimentary sentences around age 2 and beyond frequently mix words from both languages in their 2- or 3-word combinations. Thus, the suggestion persists that the language mixing seen in bilingual children exhibits regular grammatical patterns and is directly influenced by sociolinguistic factors. Language mixing is also sensitive to the specific language used by the adults around bilingual children. This is an additional demonstration of the bilingual child's distinct representations of their two input languages from an early age. These empirical studies are usually begun after important early language milestones have already passed or are in progress and each of the two classes of hypotheses above reflects a different side of the `bilingual paradox' coin.

Advantages of Bilingualism
As found by Bialystok (2010), one of the several advantages of being bilingual is multitasking. This is because their attention span and executive functioning is more advanced; they are therefore better at selective attention on specific features while ignoring the other salient misleading features and are capable of switching between tasks that require attention to different instructions.

Bilingual children discern how language works as having two different language systems makes the structure of the language less unobstructed, this leads to spontaneous understanding of other languages as well.

These few advantages persist as the two languages of bilinguals are always active and bilinguals have to filter out one language when they speak the other, they thus have a massive practice of control mechanisms that require controlled attention and inhibition of conflicting cues that allows them to limit interference between their languages.

Bilingualism also proves to be beneficial as a cognitive advantage,this is because regular use of two languages appears to delay the onset of Alzheimer's and even Dementia.

Aging bilinguals thus have better cognitive functioning as compared to aging monolinguals.

Interference vs Interlanguage
Interference is a term that is currently decreasingly used as it is considered as negative and derogatory.It usually occurs in second language acquisition when vocabulary and syntax patterns from a learner's first language causes errrors in second language performance.(Encyclopedia of Bilingualism)

Interference usually occurs when there is no clear L1 dominance which means that the current bilingual did not become so simultaneously but is semilingual and therefore there is cross language confusion.

Interlanguage is an intermediate form of language used by second language learners in the process of learning a language.Interlanguage consists of transfers from first language and is an approximation system with regard to grammar and communicating meaning(Encyclopedia of Bilingualism)

All bilinguals are at some stage of interlanguage which results in them needing L1 to process information.Therefore interlanguage is a scaffold and not a crutch.