In the first decade of life, children become bilingual in different
language learning environments. Many children start learning two
languages from birth (Bilingual First Language Acquisition). In
early childhood hitherto monolingual children start hearing a
second language through daycare or preschool (Early Second Language
Acquisition). Yet other hitherto monolingual children in middle
childhood may acquire a second language only after entering school
(Second Language Acquisition). This Element explains how these
different language learning settings dynamically affect bilingual
children's language learning trajectories. All children eventually
learn to speak the societal language, but they often do not learn
to fluently speak their non-societal language and may even stop
speaking it. Children's and families' harmonious bilingualism is
threatened if bilingual children do not develop high proficiency in
both languages. Educational institutions and parental
conversational practices play a pivotal role in supporting
harmonious bilingual development.
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