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This is a long-held belief that a bilingual child may not learn either language well, but this belief is not totally supported by research. The child can switch from one language to the other depending on other speaking situation. The child might be more proficient in one language than in other, but both are functional and separate systems. In successive bilingualism, the child has been monolingual for some time and begins to learn a second language after the third birthday. Eventually the simultaneously bilingual child separates the two languages at all levels. However, after the age of 2 years, when they presumably realize they are dealing with two languages, children learn and retain both words. The child initially uses the word order and sentence structure of one language while speaking in both the language. Even when children learn the two separate words for the same object, they soon drop one of the words. The child tens to avoid difficult words of the weaker language in favor of the comparable words in the stronger language. When the parents themselves switch languages and one of the language is dominant in the environment, language mixing occurs. A child may acquire two languages at the same time or one after the other. Older children and adults may be bilingual because they have received formal instruction in high schools and colleges in a foreign language. A child also might become bilingual when the parents speak one language but the surrounding community speaks another language. A child may become bilingual because the mother and the father frequently speak different languages. During his or her second year, the bilingual child's rate of language acquisition may be somewhat slower than normal, but eventually the bilingual child's dominant language proficiency matches that of monolingual children. Significant hearing loss affects both the production and the perception of speech. Bilingual children who receive instruction in the school in a second language may talk about personal or intimate topics in their first language but about academic subjects in their language. Such language mixing may involve words from the two languages used in a single sentence, or different sentences may be spoken in different languages. Bilingual speakers tend to mix the two languages they speak, especially in informal conversations. Such shifts in languages during the same conversational episode are called code-switching. While in the company of similarly bilingual speakers, bilingual speakers often switch back and forth from their first language to their second language. While speaking the second language, second-language speakers use some of the sound and linguistic stress patterns of the native language. Second-language speakers use some of the sound and linguistic stress patterns of the native language while speaking the second language. It is believed that the first or the native language influences the acquisition and production of the second language. Dialect is a more accurate term because it suggests variation not only in speech sound production but also in word usage, grammar, and other aspects of language. The term 'accent' is misleading because many native speakers of a language assume that they do not speak with an accent. This dialect is more likely to appear when the second language acquisition is not simultaneous but sequential, although many children may be able to speak the second language with its native accent. Most bilingual speakers tend to speak their second language in a dialect popularly described as accent. Bilingualism is an important source of language variation. A person with a hearing impairment has difficulty monitoring his or her own speech, language, and voice.
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