se both languages interchangeably, then they are considerably more flexible in their cognitive processes. These "balanced bilinguals" as they are called, are significantly more skilled at comprehending different syntactical structures. On the other hand, what if a child does not lend equal weight to both languages and tends to rely on one more than the other (unbalanced bilingualism)? Evidence suggests that even though the limited knowledge of the weaker language may help, the child usually experiences some sort of detrimental social reactions. For instance, if the child is primarily a Spanish-speaker and English is the weaker language, then they tend to be looked down upon (Pease-Alvarez, as cited in Seifert, Hoffnung, & Hoffnung, 1997). Because English holds more prestige in our society, people generally discredit those who do not speak it as well. However, even if the child only has some knowledge of the second language, in some circumstances (most often if English is the primary language and Spanish or another language is the secondary), it can also carry more prestige. The sword swings both ways on this issue, but for the most part it cannot do any real harm to the child.Learning a Second LanguageAnother question is if a child already knows one language, is it easier to teach a second, or is it easier if the child learns them simultaneously? According to one study, children who are bilinguals construct only one universal nonverbal concept for a word (Genesee, Nicoladis, & Paradis 1995). That nonverbal concept is the basis for language. From that concept, the verbal concept is developed. Now, one verbal concept for each language is necessary, so if the child is bilingual, then two verbal concepts are necessary. Since the nonverbal concept is already constructed, it would take less time to learn a second language and even a third or more. All that is needed to learn a second or other language is the verbal concept. Diff...
