A matter of evergrowing interest in the field of child language development is that of infant bilingualism, the simultaneous acquisition of two languages from birth. Whereas a systematic examination of child language in general has revealed certain developmental patterns common to all children, the comparatively new area of infant bilingualism would also seem to require similar scrutiny in terms of general principles and theoretical foundations. Primary evidence for generalizations regarding bilingual acquisition patterns stems from case studies of children learning two languages in a dual language environment. The two languages may be spoken at home or the different languages may be divided between home and community environments. The nature of simultaneous acquisition implies that the child encounters dual linguistic situations from birth with equal or near equal exposure, resulting in his acquisition of both languages. Based on this achievement of the child, linguists have attempted to observe closely the developmental stages and language output in infant bilinguals and to relate it with existing literature on child language acquisition.