In an increasingly globalized world, bilingualism has become more than a mere asset; it’s necessary. It has been estimated that more than half the world’s population is bilingual or multilingual, and living with two or more languages is the norm in many countries.
In this dynamic world, many parents see enrolling their children in a bilingual school as a significant step toward equipping them with the skills to navigate our new complex, intercultural landscape.
That said, in countries like the US or France, where many view bilingualism as rare and unnecessary, demystifying the journey of children on a path to bilingualism is essential. Many parents need a clearer understanding of becoming bilingual and its actual state. In other words, parents of emerging bilinguals must clearly understand where their children are going and how they will get there. This short article provides a clear road map for parents to understand the stages of language development, their role in their children’s bilingual education, and the cognitive benefits of bilingualism. It also addresses common misconceptions and offers practical advice to help parents effectively support their children’s progress. Whether in the US, France, or any part of the world where bilingualism might seem rare, this guide supports raising a successful bilingual child.
Becoming Bilingual
Bilinguals are as diverse in their linguistic profiles as monolinguals. They can acquire their second language in childhood, adolescence, or adulthood. There are many ways in which bilinguals acquire their second (or third) language: they can do it in their family because they move to a new country or in an immersion school. The combinations are numerous. Many individuals—like myself—become bilingual because they move to another country.
In addition, it is possible to become bilingual at any age. Yet children who acquire their languages in their early years will most often have a native-speaker accent and find themselves in ideal language-learning environments (such as bilingual schools). Because the conditions of language immersion are most conducive to learning a second language, more and more schools are developing programs that promote robust and efficient language acquisition. This model focuses on the oral aspects of the language, vocabulary, literacy skills, cultural components, and the learning of nonlinguistic subject matter in both languages. Such schools also focus specifically on a transfer of skills between languages and metalinguistic awareness and abilities.
A complex process, the learning and development of a language follows a predictable pattern of phases, in both the first and the second language. When it comes to children learning two languages at the same time (called simultaneous bilingualism), all languages follow the same primary stages. However, when a new language is added later (called sequential bilingualism), there may be more significant variation in the stages of development. Of course, additional factors such as age of acquisition, aptitudes, or motivation also influence learning a second language.
One of the criteria for the success of learning a second language is how much and how the child is exposed to and uses the second language. Research shows that both the amount and the quality of exposure to the target language are essential for language development. Supporting our children’s learning and growing process necessitates the correct environment and some knowledge about dual language development. That way, we can have appropriate expectations for each child’s progress.
The Stages of Second Language Development
Sequential bilingualism is often found in bilingual schools. It refers to the process where an individual, in this case a child, becomes bilingual by first learning one language and then another.
The process typically occurs when a child is exposed to their second language past the age of three, and the commonly found stages of sequential bilingualism can be identified as follows.
1. Preproduction (starting phase)
This stage is also called the silent period, when the students listen and watch others; they take in the new language but do not speak it yet. Children often communicate through gestures, actions, and small words during this period. Some students go through the silent period, which can last six weeks or longer, depending on the child. In bilingual schools, many preschool students are in this phase.
Early production (emerging phase) This stage begins with students speaking, using short words and sentences, and assimilating basic vocabulary. The emphasis is still on listening and absorbing the new language. Students begin to understand that languages have rules and systems but still make many errors. For most bilingual school students, this phase begins in preschool or kindergarten.
2. Speech emergence (developing phase)
Students participate in small-group discussions and use the new language more frequently and for a purpose (to ask, refuse, interrupt). They start accessing key concepts and producing complete sentences. Children still rely heavily on context clues and familiar topics, but their vocabulary continues to increase. Errors begin to decrease, especially in everyday or repeated interactions. We generally see bilingual school students in first and second grade at this level.
3. Beginning and intermediate fluency (expanding phase)
In the beginning fluency phase, students engage in conversation and use reading and writing to process new information. They also write answers to higher-level questions. Their speech is becoming reasonably fluent in social situations with minimal errors. New contexts and academic language are still challenging, as students need to gain more vocabulary. In intermediate fluency, communication in the second language is fluent, especially in social language situations, and students speak almost fluently in academic areas. However, there are still a few areas for improvement in vocabulary knowledge. The child can demonstrate higher-order thinking skills in the second language, such as offering an opinion or analyzing a problem. Depending on when the student started school, this phase can be attained during upper primary school (third, fourth, and fifth grade).
4. Advanced fluency (bridging phase)
During this phase, students communicate fluently in all contexts and can maneuver successfully in new contexts and when exposed to new academic information. At this stage, the individual may still have an accent and misuse idiomatic expressions at times but is essentially fluent and comfortable communicating in the second language. Depending on when the student started their bilingual education, this phase is often attained at the end of primary school or the beginning of middle school.
Parenting a Bilingual Child
When reflecting on these stages, it is crucial to consider that students will move through them at different rates and that many factors influence second language acquisition. Young children do not learn a second language faster than older ones. On the road to bilingualism, language researchers such as Jim Cummins show, one can expect it to take around seven years to reach a level of academic fluency equal to a monolingual (equivalent to the advanced fluency stage). Bilingual education is, therefore, a serious project and requires commitment. Parents may also see their children appearing to be behind monolinguals during second language acquisition. For instance, in vocabulary, bilingual students have a smaller vocabulary in each language at some point. Still, they will catch up later on, and when vocabulary from both languages is combined, the total is similar to or greater than that of monolingual children. We also see this in students’ biliteracy development; they often read below grade-level expectations for a monolingual school in first and second grade. However, they transfer their understanding of the reading process between languages, and by upper elementary school, most are fluent readers in both languages. There will be rough spots, plateaus, and silent periods. Still, language transfer occurs: students won’t study everything in both languages, and what they have learned in one language will benefit the other and their cognitive abilities overall. Parents should remember that there are many advantages to learning two or more languages. It has a significantly positive impact on brain development and on how the brain organizes information and maintains control of one’s actions. For children developing language in more than one language, these executive-function and self-regulation skills (i.e., the mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully)1 are enhanced.
For instance, below are some of the benefits of growing up bilingual:2
• Enhanced cognitive control systems at the age of seven months;
• Exhibiting superior skills in attention and inhibition;
• Displaying proficiency in tasks demanding conflict management and focusing on pertinent task information;
• Possessing and utilizing dual sets of vocabulary, comprehending grammatical rules in both languages, and retaining two sets of sounds, leading to heightened metalinguistic awareness;
• Showing improved academic performance, as enhanced self-control is a crucial determinant of academic success;
• Cultivating robust cognitive abilities and augmented capacities to concentrate, recall, and make decisions.
What Can Parents Do to Help?
Parents’ support, motivation, and encouragement are essential to children embarking on a bilingual education path. However, parents don’t have to speak or understand the additional language their children are learning. One of the parents’ most important roles will be motivating their children. Parents want to show value toward both languages and provide students with opportunities for exposure to and use of both languages. Parents will have to be committed to the dual language program and understand that becoming bilingual is a process that takes time.
As with any endeavor, best practices for parents include showing their children that they are involved with school initiatives, volunteering for school events, or arranging play dates to support their children’s language acquisition. Keeping a constant dialogue with teachers or administrators is also essential. Questions will arise during the educational journey of the students and parents. Finally, explaining why being bilingual is necessary is critical. Above all, parents can focus on these key points along the way:
• Be patient and make it fun.
• Maintain and build upon your mother tongue.
• Be involved in the school and your child’s second language acquisition progress.
• Applaud every effort and be a role model.
• Do not give mixed messages, and do not create anxiety.
• Ask your school educators if you have any questions.
In conclusion, bilingualism is a complex yet rewarding journey with numerous cognitive and academic benefits. It is a common phenomenon worldwide, with diverse paths to acquisition and varying proficiency levels. The process, however, involves predictable stages of development influenced by factors such as the age of acquisition and the quality and quantity of language exposure. To that end, parents play a crucial role in supporting their children’s bilingual education journey, even without proficiency in the second language.
Parental involvement, motivation, and understanding of the bilingualism process significantly contribute to their children’s progress. Despite potential challenges and potential initial lags in certain areas compared to monolingual peers, bilingual children eventually catch up and, more importantly, often excel in various cognitive tasks. Parents’ commitment to bilingual education is a more-than-valuable investment in any child’s future.
References
1. Logan, E. E. (2016). English Language Learners and Learning Disabilities. https://core.ac.uk/download/230693104.pdf
2. List taken from the Office of Early Childhood (OEC). (2016). “Supporting All Children Using the Connecticut Early Learning and Development Standards: Dual Language Learners.” Connecticut Office of Early Childhood Education.
Dr. Mehdi Lazar is the academic director at the International School of Boston and the author of seven books. His recent work focuses on school leadership, multilingual education, and intercultural competence, including a forthcoming book entitled Speaking the World: Multilingualism and Intercultural Competence in the Professional World.
