bilinguals showed less parietal activation than deaf signers when asked to use only sign language, those same bimodal bilinguals demonstrated greater left parietal activation than did monolinguals. Parietal activation is not typically associated with language production but rather with motor activity. Therefore, it is logical that bimodal bilinguals, when switching between speech- and sign-based language, stimulate their left parietal areas as a result of their increased need to combine both motor action and language production. Moreover, it has been proven that there is a parallel or simultaneous language activation during language use. This activation occurs when the bilingual uses language, regardless of the L1 or L2, being used. The dominance or lack of dominance of a language does not impact the stimulation of the brain when a language is being used. This same activation happens with any language modality, meaning the brain is activated whether the language is written, signed, or spoken. The language process of bimodal bilinguals was the topic of the ERP study on bimodal language. ERP is an abbreviation for event-related potential. The study was conducted on October 15, 2021. The ERP is being used by the researchers to investigate the language controls in bimodal bilinguals. In their study, they used the ERP to track the language switch. During the study's production, the pattern was not apparent. Similarities to oral-language bilingualism Diverse range of language competency To be defined as bilingual, an individual need not have perfect fluency or equal skill in both languages. Bimodal bilinguals, like oral-language bilinguals, exhibit a wide range of language competency in their first and second languages. For Deaf people (the majority of bimodal bilinguals in the U.S.), level of competency in ASL and English may be influenced by factors such as degree of hearing loss, whether the individual is prelingually or post-lingually deaf, style of and language used in their education, and whether the individual comes from a hearing or Deaf family. Historically, assessment of bilingual children would only measure proficiency in one of their languages. In more recent research, linguists and educators have identified this design flaw. It can be concluded that most bilingual children achieve phonological, lexical, and grammatical milestones at the same rate as monolingual children. This same phenomenon has been found in comparing unimodal bilinguals and bimodal bilinguals. In a study by Fish & Morford (2012), bimodal bilingual CODAs have demonstrated the same rate of success in