Simultaneous Bilingual Language Development

Children that learn two languages from the time of birth or by the age of three are considered to have simultaneous bilingual language.  Simultaneous bilingual language may present itself in a few different forms.  Here are some examples:

• Some children may have parents that speak one language, but another primary caretaker (such as a nanny or grandparent) that communicates with the child in another language.
• Children may have parents that speak one language, but live in a country that speaks another language.  Their school and community interactions provide exposure to the second language.
• Children may also have parents that speak one language, as well as live in a community that also predominantly speaks that language, but attend a school with instruction in another language.

When a child is bilingual, it is important to note that measurement of their language development should not be merely compared to monolingual speakers to determine if they are developing typically. Children will usually have a dominant language that is used more frequently and the level of exposure to each language will play a role in the speed of language development for each language.  In any developmental assessments, children should be tested in their dominant language.

Here are a few areas in which differences between bilingual and monolingual children may present themselves:

• Bilingual children may process word meanings at a slower rate than monolingual children, particularly in their non-dominant language. Bilingual children typically have lower scores on vocabulary tests in their languages, but this again depends on the level of exposure to each language.
• Bilingual children may at times say sentences in one of their languages with the grammar that applies to their other language. This is usually just a mistake and is not typically an indicator of confusion or an issue later in life with the languages.

What you can do:

• If your child is instructed in a different language an school than is spoken at home, provide books at home in the language spoken at home.  This will help your child to continue to development in the home language since it is not a focus in school.  It is often important for many families to prevent language loss of the family language.

The takeaway message here is: Bilingual children should not necessarily be viewed as being "delayed" in language development.  There will naturally be differences between the dominant language and the non-dominant language.  Families can support the development of one language in school, while also working on the second language at home.

References

Paradis, J., Genesee, F., & Crago, M.B. (2011). Dual language development & disorders: A handbook on bilingualism & second language learning. Baltimore, MD: Paul H. Brookes Publishing Co.