1. L1 vs. L2 acquisition

2. L1L2 Parents or caretakers are the primary language models for L1 learners. L1 learners have innumerable opportunities to interact with language models. Peers and teachers are the primary language models for 2LL. 2LL often have fewer opportunities to interact with L2 models. Most L1 learners acquire a high level of L1 proficiency. Most people develop an L1. Many people do not acquire a high level of L2 proficiency many do not develop an L2. 2LL who reach high levels of bilingual proficiency tend to have greater cognitive abilities than monolingual language learners.

3. L1L2 L1 acquisition is arguably internally motivated by an innate cognitive process, although environmental factors shape development L2 acquisition is arguably externally motivated by sociocultural factors, although innate cognitive processes facilitate the acquisition process. Not all people develop an L2. Monolinguals do not have another language as a learning resource And do not have previous experiences in language learning strategies Mistakes are the result of age development or developing competence. Monolinguals do not go through life experiences that may cause them to “cultural borders” 2LL can transfer knowledge about language (Metalinguistic awareness) and thought processes from L1 to L2. 2LL have a greater repertoire of language learning strategies. And can use cognates to comprehend new words in L2. 2LLs may make language mistakes in the L2 because they are applying rules from the L1 to the L2. They have greater prior cultural knowledge and experiences to rely on as they acquire L2.

4. L1L2 Monolinguals can code switch between standard and non-standard forms. 2LL can code switch, which involves using both languages to create greater meaning than could be achieved by relying on only one language. Time might not be an issue for monolinguals. 2LL often need more time to process information. Monolinguals do not experience language attrition. 2LL can lose an L1 or an L2 if they do not use the language.

5. L1 and L2 Acquisition Overgeneralization interacting with others silent period comprehensible input. Context and language-rich environment cognitively demanding conceptualizing information in new ways and developing new ways of processing information predictable stages. dynamic process during which learners actively construct meaning using prior knowledge, experience, and context ……………………….