ABSTRACT
It is a commonplace that the beloved child has many names. The problem child also has many names. The problem child of language development is disturbed bilingualism to which many emotional, personality, and cognitive function disorders are connected. Scandinavian research and debate on minorities has referred to this type of development, where the child learns neither language at a monolingual level, despite living in an environment where this is required for school achievement, jobs, and the like, as semilingualism.
