INFLUENCE OF FIRST LANGUAGE ON SECOND LANGUAGE IN BILINGUAL CHILDREN. (L1 on L2)

Abstract

This narrative review explores how a bilingual child’s first language (L1) shapes the acquisition and development of a second language (L2), with attention to linguistic transfer, cognitive outcomes, and sociolinguistic influences. The review first outlines core concepts of bilingualism and transfer theory, then synthesizes evidence on phonological, syntactic–morphological, and lexical cross‑linguistic effects in bilingual children. It further examines cognitive benefits and challenges associated with managing two languages, as well as the role of home, school, and social attitudes in supporting or constraining bilingual development. Finally, the review considers implications for bilingual education, teacher preparation, and parental involvement, emphasizing the importance of valuing and maintaining L1 while fostering L2. Overall, the literature suggests that although L1 can sometimes hinder specific aspects of L2 development, bilingualism generally confers important linguistic and cognitive advantages when supported by appropriate educational and sociocultural conditions (Bialystok, 2009; Cummins, 1979; García, 2009; Giovannoli et al., 2020).