Four Myths About Bilingual Education

In your search for bilingual programs for your child you have probably already come upon several myths about bilingual education programs. In this next blog we debunk four of the most common misconceptions people have about bilingualism and bilingual education.

Myth #1: I have heard that bilingual children are more likely to have language difficulties, delays, and disorders.

Reality: Evidence that one bilingual child has a language disorder or delay does not mean that every bilingual child has one too. One worry that parents often have is that their children do not know as many words in each language as monolingual children know in their language. Although it may seem that children know less words in each language, when the words from both languages are counted together as one, researchers find that bilingual children know about the same or even more words than monolingual children.

Myth #2: I have heard that younger children learn a second language easier and quicker than older children.

Reality: Research shows that learning a second language may be better for older children since they can benefit from already having well-developed language and literacy skills for their first and native language. Researches also have found that literacy skills in children's first language can aid the literacy development in a second language, especially when the languages are similar. Therefore, it may be better for older children to learn a second language, rather than younger children.

Myth #3: I have read that in order for children to become successful bilinguals, each parent has to speak one language to them.

Reality: This concept is often referred to as "one-person one-language." The importance here lies in the balance that must occur between the exposure that children have with the languages rather than who speaks what. This practice of "one-person one-language" may lead to success in some cases where children receive balanced exposure to both languages at home since both parents are the primary care givers to the children. However, if parents are not together or do not live together, this practice will not be successful because the children will not receive the same amount of exposure in each language. Therefore, this practice works best when both parents are the primary care givers and can create a balance between the use of both languages.

Myth #4:  I am concerned that my child will be confused while learning two languages and will not be able to differentiate between them.

Reality: This concern is known among researchers as the "limited capacity theory," and although it may sound convincing to some, it does not prove to be true. Children who acquire two languages from birth or at an early age achieve the same fundamental milestones in language development as monolingual children. Often, parents worry that bilingual children are confused when they use two languages in the same sentence. However, in doing this, children may preserve grammatical structures for both languages, which indicates that children are able to activate and access both languages at the same time.

For more disproving of myths click here or read "Myths About Childhood Bilingualism" by Fred Genesee.