Can a Child Learn Two Languages at the Same Time?

The ability to speak more than one language is an asset that many people aspire to, especially as speaking two or more languages can offer social, economic, and intellectual advantages in a world where diversity and cultural closeness have become more important than ever.

Therefore, many parents seek to adopt numerous methods to teach their children more than one language from an early age. In this article, we will discuss bilingualism and answer the most common questions about raising a bilingual child.

What Do We Mean by Bilingualism?

Bilingualism is generally defined as an individual's ability to use two languages across multiple linguistic contexts on a regular basis. However, for a child to reach the stage of being able to speak two languages proficiently, they go through several stages.Language development is a complex, dynamic process influenced by the child's age, level of language exposure, and effective social communication with adults and peers. The age at which a person acquires a second language also plays a significant role; thus, we distinguish between early and late bilingualism. A bilingual child typically follows one of two language acquisition patterns:

• The first pattern is early bilingualism, scientifically known as simultaneous bilingualism, where a child acquires two languages at the same time before the age of three. An example is when a child is exposed to two languages, such as Arabic and English, from birth at home, learning both simultaneously—as is the case when a child is born into a family where the parents speak different languages. It is worth noting that a child or parents using a few terms from a language other than the mother tongue does not count as simultaneous bilingual acquisition; this is because the child needs consistent exposure to both languages in order to acquire them and be able to use them properly.

• The second pattern of bilingualism is late bilingualism, scientifically known as sequential or successive bilingualism, where a child acquires a second language after the age of three and after acquiring the foundational skills of their mother tongue. For example, a child of immigrant parents might only begin acquiring the second language upon entering school, after having acquired their mother tongue from their parents at home. Sequential bilingualism typically develops in a school environment, such as kindergartens or schools that support second-language education. This pattern is the predominant way children acquire English in the local Saudi or broader Gulf context.

Common Questions About Children Acquiring Two Languages:

Can a child acquire two languages at the same time?

Research indicates that young children can indeed acquire two languages simultaneously, as evidenced by the many children who grow up in communities where speaking two languages is the norm. However, there are important factors that must be present for a child to learn both languages properly so they can use them later as an adult.

In this regard, Erika Hoff, one of the most prominent researchers in bilingual child language development, points out that there are factors affecting the growth of both languages that contribute to how proficient children become. These include the quantity and quality of language exposure as well as the child's use of it. The rate of language growth is influenced by the quantity of linguistic input (by quantity, we mean how often caregivers speak to children, often represented by the number of utterances or words used when talking with children). The quality of linguistic input is also important (input quality refers to a broad range of linguistic characteristics, including vocabulary diversity, sentence structures, and engaging the child in conversations across varied contexts in an interactive manner). Therefore, child language development specialists recommend that parents use the language they feel most comfortable speaking with their children.

It is worth noting that parents should not feel compelled to use English simply because it is the second language the child is learning if their own English proficiency is limited, as the best way to support bilingual development is for the child's exposure to each language to come from highly proficient and competent speakers.

Research also shows that children need to use a language in order to acquire it. Children can choose which language they speak in bilingual environments, and when one language is more favored by parents or the community, they choose the more favored language. Therefore, it is best for parents to show appreciation and encouragement for both languages the child uses and to provide opportunities that encourage them to use both languages.

Do children get confused when adults use more than one language with them?

Simply put, children do not get confused by hearing two languages from adults because children are highly sensitive to linguistic differences. Children also learn very quickly about differences between how men and women speak, the difference between polite and impolite ways of speaking, and so on. The situation is no different when a child is exposed to two languages. In the 1980s, educators in North America used to recommend to immigrant parents that it was better for their children if they spoke English with them at home rather than their mother tongue, based on the prevailing belief at the time that early exposure to two languages negatively affected a child's language acquisition.

However, modern research indicates that this belief is mistaken; on the contrary, there may be advantages to being bilingual, such as more flexible thinking.

Do bilingual children have a language delay?

Language or speech delay has no relation to the number of languages a child speaks. If a bilingual child is diagnosed with a language or speech delay, raising them in two languages will not cause them any harm or increase their delay. At times, parents may feel that their bilingual child shows a delay in vocabulary or sentence use compared to peers exposed to only one language; however, studies indicate that although bilingual children may indeed have a smaller vocabulary in one language compared to the other, their total vocabulary across both languages grows at a normal rate compared to their monolingual peers.

Should bilinguals avoid mixing two languages when speaking?

One of the most widespread misconceptions about bilingualism is the idea that children using both languages in a single sentence is harmful to their language development. Many people mistakenly view children's "language mixing" (using two languages in one conversation) as a sign of a problem in language development. In reality, however, research has shown that both languages in a bilingual child develop independently of each other, and that children can distinguish between the two languages from a very early age. Even when a child mixes the two languages, the sentences remain grammatically correct and follow the underlying language structure.

In conclusion, we can say to anyone trying to raise a bilingual child, regardless of your linguistic background or social reasons, that it is crucial to recognize that a child's language acquisition requires extensive exposure (both in quantity and quality) to that language. Parents should also not expect that raising a child proficient in two languages can happen without dedicating a significant amount of time and effort.

To measure your child's language development, through the Faseeh initiative and in partnership with Al Muhaidib Social Foundation, we developed the Language Development Scale, which enables families to assess their child's language development, with results available in just a few minutes.

We also offer, through the Ynmo Plan app, free consultation sessions to assess a child's language status in collaboration with accredited centers.

Try the Language Development Scale now!

Originally published in Arabic. This English version was produced with AI-assisted translation; the Arabic original remains the reference.