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In this chapter, we focus on key issues at the intersection of bilingualism and second language acquisition that have proven to have longevity and have become some of the core issues in the field. First, we introduce definitions and major typologies for classifying bilingual individuals. We then discuss the related theoretical, methodological, and applied issues that influence such typologies. Topics covered include the construct of language proficiency, the effect of age of exposure in second language (L2) acquisition, the interaction between L1 and L2, and the socio-psychological aspects of L2 acquisition. Bilinguals are often broadly defined as individuals or groups of people who obtain the knowledge and use of more than one language. However, bilingualism is a complex psychological and socio-cultural linguistic behavior and has multi-dimensional aspects. There is no agreed-upon definition of bilingualism among researchers. How much does one need to “know” of more than one language in order to be qualified as “a bilingual individual”? What do we mean by “knowing” two languages? As is often believed, bilinguals could be defined as individuals who have “native-like control of two languages” ( Bloomfield, 1933 , p. 56). However, this strict view of bilingualism limits the number of individuals and groups that could be classified as bilingual, not to mention the fact that such a ... log in or subscribe to read full text