“…As HSs gain systematic exposure to this majority language (i.e., ML henceforth) via school teachers, peers, and/or the media, their relative exposure to the HL is reduced and they often shift their language dominance in favor of the dominant language, resulting in unbalanced bilingualism (Polinsky & Scontras, 2020;Stevens, 1992). During adulthood, while HSs maintain language-internal phonological contrasts (Chang, Yao, Haynes, & Rhodes, 2011;Einfeldt, van de Weijer, & Kupisch, 2019;Saadah, 2011), they also present convergence of phonemic categories (Alkhudidi, Stevenson, & Rafat, 2020;Rafat, Mohaghegh, & Stevenson, 2017), underapplication or overapplication of phonological processes (Elias, McKinnon, & Milla-Muñoz, 2017;Rao, 2014;Ronquest, 2013;Strandberg, Gooskens, & Schüppert, 2021;Tse, 2016aTse, , 2016b, divergences in phonetic production (Godson, 2004;Henriksen, 2012;Kim, 2011Kim, , 2020Menke, 2018;, and vulnerability in suprasegmental features (Colantoni, Cuza, & Mazzaro, 2016;Kim, 2020;Rao, 2016;Robles-Puente, 2014). Research in HL bilingualism, however, has not yet established how such interactions develop during a speaker's lifespan.…”