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7 THE SHEPHERD • DECEMBER 2024 • SAINT SPYRIDON GREEK ORTHODOX CHURCH OF SAN DIEGO Bilingualism is the ability to use two lan- guages fluently. This can mean speaking, understanding, reading, and writing in both languages with a reasonable degree of skill, although the level of proficiency can vary from person to person and can develop in several ways! Here’s a look at the main types of bilingualism and what makes each unique. 1. Simultaneous Bilingualism In simultaneous bilingualism, a person learns two languages from birth or early childhood, often because they live in a bilingual household where each parent speaks a different language or because the community itself is bilingual. This type of bilingualism results in a natural, native-like proficiency in both lan- guages, as both are learned during the critical early stages of language acquisi- tion. Simultaneous bilinguals may have a seamless ability to switch between languages without thinking consciously about it. 2. Sequential Bilingualism Sequential bilingualism occurs when a person learns one language first (typ- ically the home or “mother tongue”) and begins learning a second language later, often when they start school or move to a new country. In this case, the second language (L2) is acquired after the foundations of the first language (L1) are already established. While se- quential bilinguals may achieve fluency in the second language, they sometimes retain a stronger connection to their first language, especially if it continues to be used at home. 3. Additive and Subtractive Bilingualism Additive bilingualism describes when a person learns a second language without losing proficiency in their first language. This type is common in environments where both languages are valued and maintained, leading to a balanced, enriched bilingual experi- ence. Subtractive bilingualism, on the other hand, occurs when learning a second language leads to a decline in the first language, often because the first language is less valued or used. This type can result in a weaker grasp of the mother tongue over time, especially if the community or educational system prioritizes one language over the other. 4. Passive or Receptive Bilingualism Passive, or receptive, bilinguals can understand a second language but may not be able to speak it fluently. This is often the case for people who grow up hearing a language at home but are never formally trained to speak it. For instance, a person may understand their grandparents’ language and can follow conversations but may struggle to re- spond fluently. While they may not be active speakers, receptive bilinguals still hold a significant connection to both languages. 5. Balanced vs. Dominant Bilingualism Balanced bilinguals are equally pro- ficient in both languages, using them with ease across various contexts. Dom- inant bilinguals, however, are more fluent or comfortable in one language, which they use more frequently or con- fidently. This difference is often shaped by the environment, as one language may be used more often for work, social settings, or education. Each type of bilingualism reflects unique lin- guistic experiences shaped by social, cultur- al, and environmental factors. Whether one becomes bilingual by necessity or choice, these experiences enrich cognitive flexibil- ity, cultural awareness, and the capacity for social connection. Recognizing the different types of bilingualism underscores the diver- sity in how languages shape our identities and connect us to the world. Now that you are familiar with these catego- ries, which one would you say you belong to? Nancy Provataris, PhD Greek Language School Director GREEK LANGUAGE SCHOOL ΣΧΟΛΕΙΟ ΕΛΛΗΝΙΚΗΣ ΓΛΩΣΣΑΣ ALTAR BOYS Our annual altar boy retreat was well-attend- ed! Our faithful young men experienced a spiritual bonding event and ended the day with a really fun game of kickball with Father Andrew.