In the scientific literature, the symbols L1 (Language 1) and L2 (Language 2) are used to indicate the sequence of languages. In most countries, L1 is understood as a first language, and it usually coincides with the mother tongue. The other languages are learned later. This can be seen in the children of multilingual parents. Teaching a second foreign language covers everything a student hears and sees in a new language. This includes a variety of discourse activities, such as exchanges in restaurants and shops, talking to friends, reading billboards and newspapers, as well as teacher-student attitudes in the classroom, as well as language activities and books in the classroom. Regardless of the learning environment, the learner's goal is to master a target language. The learner starts the task of learning a second language from scratch (or close to it) and uses the necessary language skills in the mother tongue to determine the reciprocity of language units in the target language.
During the last decades, the social development of a person through bilingualism has drawn consideration attention from the researchers. The present study reviewers the influence of the bilingualism on the social development of a person. According to the classification of the linguists such as F. Veysalli the four types of the social development of a person are mentioned to be important each of which has an impact on the social development of a person. The article highlights the social sides of the language. The various social activities are said to be realized by means of the language. The article underlines the possibilities of people’s speaking various languages not mixing them. The bilingualism is explained to be understood in many various meanings such as the control of a person on two languages, the ability of using two languages in the same way, the ability of saying meaningful phrases in both languages, the proficiency of code switching, etc.
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