Bilingualism is a term with different definitions, but we know that all those definitions focus on

bilingualism as an ability as a cognitive skill. In the same way, there are different types of
bilingualism. But today, Im going to talk specifically about Coordinate and Compound bilingualism.
And why, because these are the greatest categories in the classification of the different types of
bilingualism. For this lecture, I based theoretically on two articles. The first one is entitled:
Compound and Coordinate Bilingualism: A conceptual artifact written by Karl Diller and the
second one is entitled: Bilingual Memory Storage: Coordinate - Compound and Derivates, written
by: Roberto Heredia.

Ok, the compound and coordinate bilingualism are developed in early childhood and these are
classified as forms of early bilingualism. The first type, Coordinate bilingualism is also known as
subtractive bilingualism, in this type the student learns the languages separately. It means that
each language has its own environment and its own learning system. The conceptual and lexical
levels of both languages are independents. For example, Roberto Heredia represents that I
mentioned through this diagram. The word book, is addressed in English studying its meaning and
its signifier, without relating the term to the other language. An example in the current context is
when a child has parents who have different mother tongues and each parent speaks only his/her
mother tongue to the child., or when a student speaks one language at home and then, learns a
second language at school. There are two different environments. Home, with the parents and a
more informal language use, and school with teachers, classmates and a more formal language
use.

Ok, the second type is Compound Bilingualism, this is also known as additive bilingualism. In this
type, the student learns both languages in the same environment and context. The student doesnt
detect the conceptual differences between the two languages. For example, and with the same
sample addressed by Roberto Heredia previously, the student learns the word book, in English, y
libro in Spanish establishing the same conceptual meaning for both languages, although the word
has two different signifiers. /book/ and /libro/. The conceptual and lexical level of both languages
are learnt of interchangeable way. Now, an example in the current context is when a child grows up
with bilingual parents, who use and interchange both languages at home. In the childs mind the
languages are not separated and these can be switched even while people are speaking. For
example, when I say: Mom, where is my jacket. And she answers: No s.

Thats all. Thank you.

Ah ok, there is a third type of bilingualism, and this is the Late Bilingualism. This type of
bilingualism is called in this way because of the age of the learner. Late bilingualism is developed
after the critical period for language learning, in contrast to early bilingualism. And this critical
period refers to 12 years old.

OJO: STUDENT LEARNS CONTENT IN BOTH LANGUAGES, NOT ONLY THE LANGUAGE, BILINGUAL
EDUCATION REFERS TO CONTENT (SCIENCE, MATHS, ETC) LEARNING.