A Parent's Guide
3
Do you have worries or insecurities regarding bi-/multilingualism?
You may ask yourself if your child is confused by more than one language spoken at home or in the surroundings (e.g., kindergarten or school). You may be worried when your child changes between languages regularly. You may think that your child can not keep the languages apart. You may be anxious about whether more than one language could become a problem when entering school. You may even think that being multilingual from an early age has specific disadvantages for your child's development.
We want to explain why acquiring more than one language and then changing between languages regularly is usually no problem at all when children and adults communicate with someone who speaks the same languages as they do. In addition, we want to address some myths about bi-/ multilingualism and present the current state of research confirming or falsifying the myths. Furthermore, we will provide some activities to deal with this typical phenomenon of switching languages (so-called code-switching).
What happens in the brain when…?
Language development is a complex process. When we acquire language, our brain reserves space for all the parts of that evolving language system. In this space, one can find a constantly growing network of cells activated when communication is to happen. This network of cells transports and connects information bits linked to language comprehension and production. When a child is acquiring/learning more than one language, the brain builds additional connections between the different languages. They are all activated when we want to communicate. Our brain then quickly decides which language makes more sense in which context and with whom. We usually don't even have to think about it.
When we know that the person we want to communicate with speaks the same languages as we do, our brain does not need to focus just on one language. In this case, the brain provides instant access to all the knowledge and skills in all the languages we can use (also called the linguistic repertoire) in a typical conversation. Consequently, we can use a more significant amount of vocabulary or grammar. It helps to choose the language most suitable to describe something precisely, in more meaningful details. In addition, access to some words and expressions may be provided faster in one language than in another, and we can use the language popping up first without being anxious about not being understood.
Changing from one language to the other is part of our multilingual reality and is called code-switching. Code-switching can happen within one sentence, between sentences, or when we change topics. Code-switching is a sign of a highly competent speaker because the rules of the used languages are usually maintained, and language is used creatively and effectively to make oneself understood. Children learn very quickly with whom they can use the languages they are competent in.
When children get access to a rich vocabulary and enough practice time in authentic and meaningful conversations early on, the different languages may develop parallelly in the same rich quality and quantity. When this is the case, code-switching can take place quickly. Providing children with access to different languages in a well-balanced manner shows them that all languages are precious and important and that they can use their linguistic repertoire without hesitation. In the long run, doing so may help the children become competent, proud speakers in every language they become familiar with.
Common myths about bi-/multilingualism
Typical phrases one can hear about being bi-/multilingual. Is there some truth in it?
"To be bi-/multilingual is not a 'normal condition'."
To be monolingual is relatively rare worldwide. The majority of the world's population is, at least to some extent, bilingual, if not multilingual. In other words, that is the "normal" condition.
"Children who grow up with more than one language will be confused." or "To grow up bi-/multilingual hinders children from becoming competent speakers in any languages they have acquired."
There is no evidence that children are confused by more than one language.
Children become competent speakers in all the languages they grow up with as long as there are enough meaningful conversations—rich in words and expressions—and as long as there are no other mental or physical impairments. Impairments typically impact all the languages the child becomes familiar with.
"Code-switching confuses children and shows they are not competent in the languages they grow up with."
Code-switching is a competence on different levels: On the one hand, it shows the speaker's ability to use grammar and expressions of different languages correctly. On the other hand, code-switching may help facilitate conversations or emphasise certain aspects of the language that seem most adequate for the speaker in a particular situation.
"To grow up bi-/multilingual has negative effects on the development of children."
On the contrary, there are some positive effects on children's cognitive development.
Studies indicate that bi-/multilingual children can develop some important skills earlier than monolingual children because they compare languages constantly and on a daily basis, for example, the knowledge about languages and their rules. Also, the awareness of different sounds and syllables and how they can be linked to words may develop earlier. Furthermore, the control and focus of attention and the knowledge about others knowing different things than oneself may develop earlier in multilingual children. Additionally, growing up bi-/multilingual may positively affect communication strategies and the motivation to deal with even more languages (and cultures).
"Growing up bi-/multilingual, you have an advantage when you want to learn another language later on."
Yes, it can be an advantage. Bi-/multilingual children compare how languages work and the rules that are important in each language from early on. As a consequence, when learning more languages at a later stage, they understand the general idea of different language rules and structures faster and may master a new language faster.
"The later you confront children with a second or third language, the better it is for the child."
On the contrary, the earlier a child learns a new language, the easier it will be for the child to master it—as long as there is no mental or physical impairment or lack of support in the learning process. In general, learning processes change with time, and the effort needed to learn a new language increases from school age on.
"You are only bi-/multilingual when you master both /the respective languages perfectly."
Being bi-/multilingual should be understood as being able to communicate sufficiently in both/all respective languages. Mastering a language perfectly is a rare achievement, even for people who call themselves monolinguals.
If children are pronouncing a sound in one language incorrectly (this can happen when, e.g. the letter "r" or "th" are both differently pronounced in certain languages) or don't remember words in one language, it does not mean that they are not bi-/multilingual.
"Parents should also promote the school language at home to support their children's school career."
On the contrary, parents should speak their family language at home, the language they can best express themselves in. There are various advantages to doing so:
- Parents can create meaningful conversations with their child.
- Giving the child language roots in the family language, the child gets a basis for further language learning situations.
- It is also recommended that the family stay open and even support other languages brought into the family, especially the school language. By showing children that family language and school language are equally important, the child may stay more motivated to become a competent multilingual speaker.
How can I support my child in developing a rich vocabulary in the languages that are meaningful to me and my child?
- Respecting and appreciating all the languages in the surroundings (e.g. kindergarten, school, etc.) is an essential first step.
- Giving the child the freedom to communicate with all the language skills and vocabulary in all the languages the child is familiar with (the linguistic repertoire).
- Using different words and expressions during conversations in the family language and inviting the child to participate in conversations. For example, on the way to a nearby playground you can discuss what the child wants to do there or what you could do together. You can also speak about what the child remembers from the last visit to the playground, and from there, you can see what the child wants to focus on. It is recommended to use open questions, starting with "What…? Where…? Who…? How…?" so that the child won't use only "yes or no" answers.
- It is important to speak the family language to create a solid foundation for any other language the child will learn later. However, providing opportunities that make it easier to access the school language is essential as well. For example, through…
- …listening to stories with the child.
- …participating in activities that are provided in the school language. For example, a drawing course, a museum visit, or participation in organised sports activities.
- …watching short videos with the child.
- …using language learning apps with the child.
In doing so, you can make the school language an adventure worthwhile for everyone within the family.
Takeaway messages:
- Children generally do not have a problem with learning more than one language.
- Our brain works with all the available linguistic repertoire simultaneously. Depending on the situation, the brain decides very quickly which part of the repertoire will be used.
- Code-switching is a competence, not a problem or an undesirable development.
- Using many different words and expressions when communicating with your child supports language development.
Activities for supporting language development in general
Activities supporting language development in general are also suitable for supporting multilingual upbringing. They simply need to be adjusted for all the languages involved.
- You can play word games using the vocabulary of all languages relevant to you and your child. It can be a funny challenge for all family members (e.g. "Broken telephone").
- While outside, you can name objects in the family language and, in turn, also in the school language. This way, you add some more words to the child's linguistic repertoire.
- You can show and compare the different ways words are written in the family language and the school language. This way, the child gets a first impression of different letters in different languages. Doing so will make it easier for the child to prepare for reading and writing later on (so-called literacy). Draw the child's attention to written signs in the street and common brand names in magazines and newspapers, e.g., Coca-Cola, Superman, etc.
- Nowadays, bilingual books are available in more and more languages. These can support language development because they provide plenty of options for using different words and expressions in different languages. With the help of bilingual books, you can compare different words and expressions in different languages, and maybe you will use code-switching. Parents and children can furthermore discuss similarities and differences of languages and compare the different sounds of languages. In addition, reading bilingual books with children is a way to show that different languages are equally important.
- Alternatively, you can watch cartoons with subtitles in your first language and then in the second language.
