Page 165 - Routines-Based Early Intervention Guidebook

Routines-Based Early Intervention Guidebook

FACT OR MYTH?
FAQs about Bilingual Language Development

1. Myth: Children code‐switch between languages because they don’t know either language well.
Fact: Actually, it is a normal developmental process to code‐switch between languages (Genesee et al.,
2004; Nocoladis & Secco, 2000). Some mes bilinguals inten onally switch languages for effect, similar to
mixing jargon or slang in standard speech (Langdon, 2008). Addi onally, research shows that children who
are raised in bilingual environments typically express 70% of their concepts in one language or the other and
only 30% in both languages (Pearson, Fernandez, & Oller, 1995; Peña, Bedore, & Zla c, 2002). When we look
at skills across both languages, a bilingual child reaches similar language milestones and has a vocabulary that
is comparable in size to a monolingual child (Pearson, 1993; Pearson and Fernandez, 2001).

2. Myth: Raising children with two languages will confuse them.
Fact: Research indicates that exposure to mul ple languages does not have a nega ve impact on speech
acquisi on (sound produc on) or language acquisi on (words and word combina ons) (Goldstein, 2004;
Bialystock, 2009). Children who learn two languages in a suppor ve, language‐rich environment can learn
both languages well.

3. Myth: Parents should not use more than one language with their child.
Fact: Parents should choose a method that feels comfortable to them, as that is the one that will likely result
in the greatest success. The thing to keep in mind is that the amount a child hears a language drives the
amount a child uses a language.

4. Myth: The preferred method of learning a second language in the home is to have one person speak one
language and one person speak the other language.
Fact: The method of One Parent One Language is only one style of raising a bilingual child. Every family is
different, therefore the language delivery in each home will vary and that is okay! Children learn to
differen ate between the languages spoken to them. Research points out that there is no evidence that
mixing languages nega vely affects language acquisi on in children with typical development or in children
with delayed or atypical language development (Buckley, 2002; Dopke, 2006; Goldstein, 2004; Peña, 2011).

5. Myth: Children with language impairments should not learn more than one language at a me.
Fact: Research indicates that it is not detrimental for children with speech and language delays to learn two
languages in a bilingual environment (Paradis, 2007). Bilingual children who have speech and language
impairments typically demonstrate similar problems in both of their languages (Paradis, Crago, & Genesee,
2006). This does not mean that they are unable to communicate in both languages or that they are confused
because they are hearing two languages.
Consider your child’s ability to learn language. If they can easily learn language, then teaching them two
languages will likely be successful; if they struggle, then you may reconsider teaching them two languages if it
is not something already happening in their daily life.

6. Myth: The op mum me for learning two languages is before the age of three.
F a c t : Exposure to the language is what is required. Many children (and adults) can acquire a new language at
any me in their lives if they are exposed to it on a regular basis. Learning a new language is not limited to
children below age three (McLaughlin, 1984).

See www.nethelp.no/cindy/myth.html and www.spanglishbaby.com for responses to many myths about bilingualism.

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