Many discussions of the advantages or disadvantages of early bilingualism seem to be based on the idea that a bilingual environment is something that parents choose for their children. This, however, is usually not the case; young children growing up with two or more languages are for the most part doing so because there is no way that they can grow up with only one. For example, it may be the case that the child interacts regularly with people who speak one language (e.g., teachers and classmates who speak only English), others of whom speak another (e.g., parents who speak Spanish). Other children may grow up in a community where most people speak the same two languages on a day-to-day basis. The usage rules for these languages determine when a particular language is spoken. Imposing changes in these conventions so that all bilingual speakers in the child's social world would limit themselves to one and the same language in all circumstances is not only impossible but also ethically dubious, because it would infringe on individuals' linguistic rights.

All over the Western world, there are speech therapists and medical doctors who advise parents of young children growing up with more than one language to stop using one of those languages with their children. Typically, the language to be given up is the language that is not used in the overall environment. For example, speech therapists in the United States often suggest that parents stop using Spanish at home in favor of English. The common reason for this advice is twofold. First, it is often claimed that hearing two or more languages will confuse the child and lead to grave problems in acquiring language. Second, it is claimed that the acquisition of the main language of the environment will stand a better chance without competition from the other language. However, there is no scientific evidence to date that hearing two or more languages leads to delays or disorders in language acquisition. Many, many children throughout the world grow up with two or more languages from infancy without showing any signs of language delays or disorders. These children provide visible proof that there is no causal relationship between a bilingual environment and language learning problems. In addition, there is no scientific evidence that giving up one language automatically has a beneficial effect on the other. In fact, the abrupt end of the use of the home language by a child's parents may lead to great emotional and psychological difficulties both for the parents and for the child. After all, language is strongly linked to emotion, affect, and identity. A 3-year-old whose mother suddenly stops talking to her in the language familiar to her, particularly if her mother does not respond to the things she says to her in that language, may make the child feel emotionally abandoned and totally lost. Speech therapists who advise using only one language should then not be surprised to find that the child in question starts to exhibit troubling behavior. Should the child recover from this traumatic experience, there is no evidence that progress in the main language of the environment is helped by the loss of the home language. In fact, it has been shown in educational settings that building on a child's skills in a first language helps the acquisition of a second one.

Often, it is claimed that small children who are learning to speak two languages go through a stage of mixing and confusing the two. The use of words from both languages in a single sentence is cited as evidence that the child cannot distinguish between the two languages, but in reality, this is not a sign of confusion. In fact, it has been shown that the use of two languages in one sentence by mature bilinguals reveals a great deal of linguistic skill. It is also true that, while young bilingual children sometimes use words from two languages in the same sentence, they produce far more sentences using only one language. This clearly shows that they are able to keep their languages separate.

A prevailing idea is that it is very easy for children to learn a new language and that hardly any effort is involved. However, learning language, even one, is a process that takes many years. Children learn to speak only when they hear people talk to them in many different circumstances. Language development in the early stages depends crucially on vocabulary knowledge. The more words children know, the better they will learn to speak and the better their chances of doing well in school. Book reading is an excellent source of help in the acquisition of vocabulary. Book reading in any language, even when a baby can hardly sit up yet, plays a highly supportive role not only in the learning of language but also in the emotional bonding between child and parent. Furthermore, it is an activity that is viewed in many cultures as appropriate for both mothers and fathers to engage in, and it is an excellent way of introducing children to aspects of culture that they may not see in their local environment.

Because language in the first 10 years of life is such an important basis for the achievement of academic and social skills, it is no luxury to reflect a little more on just what elements play an important role in learning a language, whether it is one, two, or more. Although it is not possible here to spell out all the things that parents should consider when their child is in a situation where he or she could learn to speak more than one language, the brief list of pointers below offers some assistance. My advice to parents would be not to stop at this brief article but to read some of the material listed in the resource section. Investing in a child's bilingualism or multilingualism, after all, should yield a high return. Here are a few basic points that are important in raising children with more than one language:

• Do what comes naturally to you and your family in terms of which language(s) you use when, but make sure your children hear both (or all three or four) languages frequently and in a variety of circumstances. Create opportunities for your children to use all of the languages they hear. Read books to and with your children in each of the languages that are important to their lives.
• Talk to all your children in the same way, do not, for instance, use one language with the elder and another language with the younger. Language is tied to emotions, and if you address your children in different languages, some of your children may feel excluded, which in turn might adversely affect their behavior.
• Avoid abrupt changes in how you talk to your children, especially when they are under 6. Don't suddenly decide to speak French to them if you have only been using English. In this respect, beware of "experts" (e.g., doctors, teachers) who tell you to stop speaking a particular language to your child.
• If you feel strongly about your children using one particular language with you, encourage them to use it in all of their communication with you. Try to discourage their use of another language with you by asking them to repeat what they said in the preferred language or by gently offering them the appropriate words in the language you want them to use. It is no more cruel than asking your child to say "please" before giving her a cookie.
• Do not make language an issue, and do not rebuke or punish children for using or not using a particular language. If you feel your child is not talking as he or she should in the preschool years, have a hearing test done, even if teachers or doctors tell you that bilingualism is the cause of any language delays. Whatever else, follow your own intuition about what is best for you and your family.

By Annick De Houwer

Related Products