Sequential bilingualism

Sequential bilingualism occurs when a person becomes bilingual by first learning one language and then another. The process is contrasted with simultaneous bilingualism, in which both languages are learned at the same time. There is variation in the period in which learning must take place for bilingualism to be considered simultaneous. Generally, the term sequential bilingualism applies only if the child is approximately three years old before being introduced to the second language (L2). Achieving the linguistic competence comparable to a native speaker can be achieved when the second language is learned before the critical period of acquiring a language ends. It is more difficult to achieve a native-like competence when the language is learned at a later time in life. There are two types of bilinguals: the dominant and balanced bilinguals. Dominant bilinguals are bilinguals who are more proficient in one language as compared to the other language. Balanced bilinguals are people who have equal proficiency in both their first language (L1) and L2. However, balanced bilinguals are not common as people rarely use two languages in the same situation. Grammatical competence refers to knowing how to use the language correctly by forming well-formed utterances. Communicative competence refers to knowing when saying something is appropriate or not in a culture. It also emphasizes on knowing how to interpret an intended message in an utterance when there is a meanings difference. For example, knowing that when you are asked “Can you open the door?” means that someone is requesting you to open the door and not whether you have the ability to open the door. When the second language is taught formally, the focus is always concentrated on gaining grammatical competence that is comparable to the native speakers.