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Abstract
This article presents the results from a questionnaire-based study seeking to explore the historical linguistics of bilingualism and self-assessment of students in their performance of linguistic skills in a second language (L2): English and Portuguese. The main results show that, in the case of English, the age factor of acquiring the language in childhood does not demonstrate an advantage in self-assessment of verbal performance. However, for the Portuguese-speaking group, the factor of studying the L2 based on personal initiative can have a positive impact, even when the learning age is during adulthood. In conclusion, this kind of study is important because it allows us to identify development of bilingualism in students and to discern other aspects that should be considered in the classroom, such as integration of cultural knowledge in regards to the L2.
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