Answer:
Introduction
Several types of research are into to bring out a development research on the two languages which forms an underlying motivation on the general hypothesis made according to the original languages one is exposed at an early age. An explanation made which makes some proposals for an initial state and thus a development of a bilingual (Smith and Candlin 2014). In this paper, a critical reading is done where a corollary structure is brought into consideration and an assessment of the actual interdependent development considered in detail. A review of the first languages acquisitions is to bring a clear understanding of the real factor which should be considered while explaining the hypothesis put forward by scholars.
Pragmatic aspects of child code-mixing of child bilingual
There is a major concern on the early theorist put in the need to come up with an accurate explanation to the different sets of linguistics input at the initial stages; a particular claim is that it is the knowledge which brings the need for competency in the underlying theories (Ellis, 2015). The unitary system is rather base on the finding and does not come out clearly to make a stretch explanation on the need for the conversation. The code mix thus is published as an entirely anecdotal evidence in the empirical studies on the fact that bilingual children mostly have the code-mix at an early age.
Linguistic development
In the huge need to find out the general pathways in which it also occurs it comes as a concern to provide evidence to the concern put forward to determine the nature of the bilingual children and their development syntactic. It is in place the question to be answered by the studies made on the syntactic development. it shows out that in the early stages of development probably two years, the use of language becomes accurate and thus different syntactic developments tend to occur to address the interlocutors who will rather speak different languages (Costa, and Sebastián-Gallés, 2014). Young bilingual children will have a differentiated representation of their primary two languages and thus there comes a question to be answered, and this does not explain the systems development and also the free experience the reflected patterns in the acquisition which will represent as well as a match that of monolingual children.
Grammatically constraints on code-mix
While trying to make a preceding section there is an examination of the need to the way the systems develop. Thus, an overall representation comes as competence. The mixing elements which are also the structures form a fundamental part of the constraints explaining the pattern.
Conclusion
In conclusion, the general aspect associated with the code-mix as well as the theories in place to explain the bilingual pattern of the children brings about a major turn on the research which provides grounds for better studies to the adult too on the bilingual capabilities (Rothman, 2015). Many uncertainties are arising from the way the theories are handled and thus a slight difference in the final finding.
References
Ellis, R. (2015). Understanding Second Language Acquisition 2nd Edition-Oxford Applied Linguistics. Oxford University Press.
Costa, A., & Sebastián-Gallés, N. (2014). How does the bilingual experience sculpt the brain?. Nature Reviews Neuroscience, 15(5), 336-345.
Smith, M. S., & Candlin, C. N. (2014). Second language learning: Theoretical foundations. Routledge.
Rothman, J. (2015). Linguistic and cognitive motivations for the Typological Primacy Model (TPM) of the third language (L3) transfer: Timing of acquisition and proficiency considered. Bilingualism: Language and Cognition, 18(02), 179-190.
