What is bilingualism?

Bilingualism refers to the regular exposure to and use of two or more languages, a growing reality in childhood. Scientific evidence shows that it does not cause language disorders and may provide cognitive, social, and linguistic benefits. Bilingual language development depends on factors such as exposure quality, context, and opportunities for communication.

Bilingualism is known as the exposure to two or more languages. It is becoming increasingly common, and children are often exposed to multiple languages through their social and family environment or at school. Despite its growing prevalence, it remains a topic surrounded by many questions.

There are numerous myths associated with exposure to multiple languages. Some argue that it poses a risk to language acquisition and development, while others highlight its many cognitive and social benefits. Currently, there is sufficient scientific evidence to allow for a well-informed perspective on the matter.

In today’s blog, we will explore what bilingualism is, the different types that exist, and how it may influence child development. In addition, we will challenge some common misconceptions and provide practical guidance for families.

Bilingualism can be defined as the ability of an individual to use two languages. The use of both languages may occur across different contexts. It is important to note that using two or more languages does not require perfect or equal proficiency in both (Grosjean, 2010).

Contrary to popular belief, it is most common for one language to be dominant. This dominance may be influenced by the context in which the language is used or the frequency of exposure. In other words, bilingualism is a heterogeneous concept in which varying levels of dominance between languages can be observed. Furthermore, it depends on multiple variables, such as the age of acquisition and opportunities for use (Paradis et al., 2011).

There are several types of bilingualism, which can be classified according to different criteria (Paradis et al., 2011).

These distinctions are important because they influence language development. They allow for individual differentiation and the implementation of strategies best suited to each family (Paradis et al., 2011).

These differences are of great importance, as they influence language development. They enable us to make individual assessments and suggest the strategies best suited to each family (Paradis et al., 2011).

Numerous studies suggest that bilingualism is associated with multiple benefits in children’s cognitive, social, and linguistic development. Among the most notable benefits are (Bialystok, 2018; Paradis et al., 2011):

One of the most common beliefs is that bilingualism is linked to language delays or disorders. This concern is widespread among families, who may think that exposure to multiple languages at an early age “confuses” children. However, scientific evidence clearly shows that bilingualism does not cause language delays or disorders (Paradis et al., 2011; Kohnert, 2010).

It is important to note that language acquisition in bilingual children may present slight differences compared to monolingual children. Some typical characteristics include:

• Code-switching: children may use words from both languages within the same sentence.
• Distributed vocabulary: children may know certain words in one language but not in the other, depending on the context of learning.
• Independent rates of acquisition for each language.

Although these features may initially appear concerning, they reflect how the brain organises the acquisition of multiple languages (Grosjean, 2010).

It is also worth noting that although bilingual children may appear to have a smaller vocabulary in each language separately, when both languages are considered together, their overall vocabulary development is typically comparable to that of monolingual peers (Paradis et al., 2011).

When a language delay or disorder is present, it affects all the child’s languages. This is one of the reasons why attributing language difficulties solely to bilingualism may lead to misdiagnosis (Kohnert, 2010).

Current research also highlights the crucial role of the environment. The quantity and quality of exposure to each language, interaction with adults, and opportunities for use all significantly influence language development. Providing a rich and developmentally appropriate linguistic environment is essential for supporting language acquisition (Liang et al., 2023).

Raising a bilingual child is enriching but often raises questions for families. Bilingual language development depends not only on exposure but also on the quality of that exposure. Several key aspects should be considered to support language acquisition and development (Paradis et al., 2011):

Although each child develops at their own pace and bilingualism is not a risk factor for language development, it is important to recognise when there may be a language disorder. Warning signs include (Paradis et al., 2011):

• Significant delay in both languages.
• Difficulties understanding or expressing language.
• Limited communicative intent.
• Frustration when attempting to communicate.
• Lack of observable progress over time.

It is important to highlight that when a language disorder is present, it affects all of the child’s languages. Additionally, factors such as input quality, quantity, and sociocultural context must be considered, as apparent delays may sometimes result from insufficient exposure (Kohnert, 2010; Liang et al., 2023).

The family plays a crucial role in both assessment and intervention. Parents provide valuable information about language use in natural contexts, offering a more realistic view of the child’s development (Liang et al., 2023).

At home, it is important to integrate both languages into daily activities. This exposure allows children to hear and gradually internalise the language. Families can:

Assessing language in bilingual children is more complex than in monolingual children. It is essential to consider the child’s full linguistic repertoire and developmental context. Assessing only one language may lead to inaccurate conclusions (Paradis et al., 2011).

At Sinews, bilingualism is understood as part of the reality of many families. For this reason, we offer specialised services with speech and language therapists experienced in assessing and intervening in bilingual contexts.

We take into account families’ concerns and recognise that each child has a unique linguistic profile. Our professionals work based on scientific evidence and with respect for linguistic diversity.

1. Can bilingualism cause language delays?
No. Scientific evidence shows that bilingualism does not cause language delays or disorders. When a language disorder is present, it typically affects all of the child’s languages.

2. Is it normal for bilingual children to mix languages?
Yes. Code-switching is a common and expected part of bilingual language development.

3. Do bilingual children have a smaller vocabulary?
They may know fewer words in each language separately, but their total vocabulary across both languages is often comparable to that of monolingual peers.

4. How can families support bilingual language development?
By providing consistent, high-quality exposure to both languages and creating meaningful opportunities for communication.

5. When should parents seek professional advice?
If a child shows significant difficulties understanding or expressing themselves in both languages, limited progress, or reduced communicative intent.