Download In Italian schools it is increasingly common to encounter boys and girls exposed to two or more languages. It is hypothesized that at least one in two individuals today finds themselves growing up in a linguistically non-monolingual environment. The conditions of language contact can be different; languages can both be acquired simultaneously or sequentially (Contento, 2010).1
International literature agrees that the condition of bilingualism does not in itself constitute a risk factor for the development of language and learning disorders. However, in the presence of bilingual children, particular attention must be paid to those children who show difficulties and delays in acquiring a second language and in school learning. Great attention is always required to understand whether the difficulties detected depend on the presence of a language disorder, a learning problem or a phase of adaptation to the new cultural and linguistic context that the child finds himself facing, with the need to have more time to achieve the goals of monolingual peers (Bonifacci, 2018).2
The following work aims to collect the most recent studies on the topic of bilingualism, so that they can be a guide for clinical work and for new projects within the school system.