a short guide to

Raising Children
Bilingually
Fred Genesee, McGill University

Want to raise your children bilingually

but arent sure where to start?
This guide will get you moving in the
right direction in no time!

Reprinted with permission from Multilingual Living Magazine: www.biculturalfamily.org

 a short guide to
Raising Children
Bilingually
Fred Genesee, McGill University

Want to raise your children bilingually

but arent sure where to start?
This guide will get you moving in the
right direction in no time!

All children learn at least one language.

Many children around the world learn more than one language and they
do this in different ways. Some children learn two, or more, languages
from birth. Other children begin to learn a second language when they
go to daycare or preschool and an increasing number of children learn
a second language in immersion programs when they start school. In
this article, I focus on children who learn two languages from birth, or
shortly after birth. I focus on children who learn two languages and do
not comment on children who learn more than two. In other words, I
focus on children who have two first languages.
Learning two languages from birth occurs when parents speak
different languages and decide to use their different languages to raise
their child. In other families, the parents may speak the same language,
but it is different from the language used in the community at large;
for example, Spanish- or Chinese-speaking parents in the U.S. These
parents might decide to use only Spanish or only Chinese at home
while the child is exposed to English with most people they encounter
outside the home. In yet other cases, children may be under the care
of caregivers who speak a language that is different from that of their
parents; for example, English-speaking parents in New York City who
employ Spanish-speaking nannies to care for their child during the day
while the parents are at work. Or, the source of the other language might
be grandparents who speak a heritage language that is not spoken
widely in the childs community. Raising children bilingually raises lots
of questions. I have tried to answer some of those questions below. It
is important to emphasize that my suggestions below are very general
and do not necessarily apply to all situations for all parents and children.
Ultimately, each family must make the best decisions for themselves. The
comments that follow do not concern cases where children are learning
one language at home and another language in school. This is another
topic.

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 PHOTOS: iStockphoto.com/lisegagne

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1. Is it a good idea to raise my child bilingually?
There are many good reasons for raising children bilingually. First and foremost are personal
and family reasons. If members of the immediate family or extended family include people
who speak other languages, then it is a benefit for everyone if your child speaks their
languages. This is especially true if some family members speak only one language and might
be cut off from communication with your child if he/she does not learn their language.
The advantages of being bilingual or multilingual go beyond the family. Research has shown
that children who are fluent in two languages also have cognitive advantages in comparison
to those who speak only one language. For example, they are better at solving problems
that involve focusing on relevant information while ignoring irrelevant information. Even
bilinguals who are 60 or 70 years of age demonstrate these kinds of advantages.
Clearly, there are also advantages that come from knowing other languages when you child
is old enough to read and write and use computers. There is a wealth of information available
in print, electronic and other media nowadays. The potential for accessing all that information
is much greater for those who know more than one language and are limited for those who
know only one. Of course, knowing a language like English is important because it is the
most widely used second language in the world. It is widely used for communication about
science, politics, financial matters, education, and other topics, and is used extensively on the
internet as well as in print and on radio, television, and so on. People who speak additional
languages along with English have access to many more of these sources of information than
those who know only English.
Finally, there are many personal advantages from knowing additional languages. There
are lots of job opportunities in international businesses and governments that require
competence in two or more languages. Large international businesses need well educated
bilinguals to work in the global market place; governments need multilinguals who can
work in embassies and government offices around the world; and many other sectors of the
economy (such as education, science) have job opportunities for those who are bilingual.
Travel opportunities are also much greater for those who speak additional languages.

2. Is it normal for children to learn two languages at the same time?

Based on the number of children around the world who are raised speaking more than one
language, bilingual acquisition is probably more normal than monolingualism. It has been
estimated that there may be more children who grow up learning two or more languages
than children who learn only one. More importantly, there is no scientific reason to think
that young infants brains are equipped to learn only one language in early childhood. In
fact, there has been a lot of research on infants and young children who are learning two
languages from birth, and these studies show that children go through the same basic
milestones in language acquisition as those who learn only one language. Bilingual children
begin to babble at the same time as monolingual children; they say their first words at the
same age as monolingual children; they start to produce multi-word sentences at the same
time; and so on.
There are differences, of course, between bilingual and monolingual children. The learning
task for bilinguals is much more complex and this sometimes may result in short delays or
small differences in learning. For example, studies have found that 15 month old infants
learning two languages may be delayed by 2 or 3 months in their ability to distinguish new
words that that sound similar to each other (e.g., bit vs. bet) in comparison to monolingual
children. But, in the long run, this short delay has an insignificant effect on bilingual childrens
overall learning. In fact, researchers suggest that this delay may be helpful for children who
hear and must learn words from two languages with different sounds and sounds. It is a kind
of flexibility that leaves them open to the greater diversity of words in two languages than
monolinguals hear in only one.
Bilinguals can differ from monolinguals even into adulthood they may pronounce
words in slightly different ways; they may use unusual words from time to time; or they may
construct sentences in different ways at times. Simply put, bilinguals have more language
skills at their disposal and they use them in ways that may distinguish them from people who
know only one language.

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 3. Will my child become confused if we use two do not break the grammatical rules of either language when
languages in the home? they mix languages. This is also true of adult bilinguals.
There is absolutely no evidence that children get confused
when parents use both languages in the same sentence (or 5. Will my childs language learning be delayed
utterance) what is referred to as code-mixing or code- because he/she has to cope with two languages at
switching. As long as most people in the childs family and the same time?
community use only one language at a time, the child Research shows that bilingual children go through most of
will learn that this is the appropriate way to use their two the major milestones in language development babbling,
languages. There is a lot of research showing that even first words, and grammatical development, at the same age
children in the earliest stages of bilingual development as monolingual children, IF THEY ARE GIVEN ADEQUATE
know how to use their languages separately, even with EXPOSURE TO BOTH LANGUAGES. Research indicates that
strangers they have never met before. If children are growing when children divide their learning time equally between
up in families and communities where two languages are their two languages that is, 50% exposure to one language
often mixed in the same sentences or conversations, then, and 50% to the other, their two languages develop like
of course, children will learn these patterns of mixing. This that of monolingual children for the most part. However,
makes sense because mixing is useful in their community. If bilingual children may show delayed or even incomplete
the norm in the community in general, however, is to keep development in one of their languages if their exposure to
the languages separate, then children will learn and use this that language is too limited. It is clear that children learning
pattern. two languages at the same time do not need as much
exposure to each language as monolingual children get for
4. Should I worry if my child mixes languages? their one. However, there is a minimum level of exposure
Mixing languages in the same sentences or conversations below which the development of that can be delayed and
is perfectly normal all bilinguals do it, even adults. This incomplete. We do not have solid scientific evidence to tell
phenomenon has been studied extensively in children and us what that minimum amount of exposure is. Our best
adults. Research on children has shown that most bilingual guess at this time is that bilingual children must be exposed
children keep their languages separate most of the time. to a language during at least 30% of their total language
When they mix it is often to fill in gaps in their vocabulary exposure if their acquisition of that language is to proceed
in one or the other language. Bilingual children rarely know normally. Less exposure than this could result in incomplete
exactly the same words in both languages and, as a result, acquisition of that language.
they might use a word from one language while speaking It is common to find that the vocabulary of preschool
the other language because they do not know the word in bilingual children is less than that of monolingual children if
the language they are using. Sometimes bilingual children you examine each language separately, even if the bilingual
mix words in their two languages because there are specific childs exposure to both languages is divided equally
concepts or meanings that can be expressed easily in one (50:50). However, if you examine their total vocabulary
language but not the other. If a child wants to express that in both languages by counting all words for different
meaning or concept, she will have to use the word from concepts regardless of what language they are in, bilingual
the language that it belongs to even if it means mixing children have vocabularies that are the same size or even
languages. In most cases, this strategy works because larger than those of monolingual children. Early differences
often the adults in the childs life know both languages in vocabulary between bilingual and monolingual children
too. As bilingual children get older, they mix in order to may be due to several factors, none of which are signs of
express their bilingual identity when they are with other deficit or impairment. For example, all children have limited
bilinguals. Bilingual adolescents and adults often mix with memory capacities and, thus, all children initially have
other bilinguals because it is who they are. In the same way, limited vocabularies. Because bilingual children must share
people who speak specific dialects of a language will use their limited memory with two languages, they can store
that dialect with others who speak it in order to express fewer words in each language than monolingual children,
their common identity. Mixing does not mean that children but the same number, or more words when you consider
are confused or impaired; they are simply using all of their both languages. Another explanation of bilingual childrens
language resources to express themselves. smaller vocabularies in each language is related to the
Yet other research on code-mixing by children has shown learning environment. Many bilingual children do not have
that even their mixed sentences are grammatically correct totally equivalent vocabularies in both languages because
most of the time. For example, if a child inserts a word from they often learn each language from different people and/
one language saying something in the other language, or in different settings. If these people talk about different
he will insert the word in a place in the sentence that is things, the child will learn vocabulary in each that is specific
grammatically correct according to both languages. Or if to what is being talked about. This can persist even into
a child switches from one language to the other partway adulthood and represents a relatively minor problem for
through a sentence, she will do it at a point in the sentence most bilinguals.
where it is permitted by both languages bilingual children

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6. Will my childs grammar suffer? 8. What about children with language impairment?
As we have already seen, bilingual children who have Is it a good idea for them to learn two languages
adequate exposure to both languages exhibit the same at the same time?
pattern of grammatical development as monolingual Children with language impairment are children who
children and they go through the various stages of have difficulty acquiring the vocabulary, grammar and
grammatical development as monolingual children. conversational skills of language in comparison to
They also can keep their two grammars separate so typically developing children. These childrens learning
that they avoid using the grammar of one language difficulty is restricted to language learning because they
while speaking the other language. Children who get usually have normal cognitive development, no obvious
too little exposure to one of their languages may not neurological impairments, and normal socio-emotional
acquire complete grammatical competence in that and perceptual development. Children with language
language and, in these cases, they may use the grammar impairment often experience difficulty and even failure
of their stronger language to express themselves in in school because the linguistic demands in school are
their weaker language. This is often the case for children too great. It is commonly thought that children with
who acquire a second language in school. Of course, language impairment should only learn one language
the level of sophistication that children acquire in the because learning two exceeds their language learning
grammar of each language will depend on the level of capacity and could result in even greater impairments
sophistication of the language that people around them and delays.
use. This means that it is a good idea for parents, other We do not have as much research on children with
caregivers, educators, and others in the community to language impairment who are raised bilingually as we
provide enriched as well as continuous exposure in each would like. However, the research evidence that we do
language. have suggests that children with language impairment
can become learn and use two languages fluently
7. Should we use the one-parent, one-language despite their impairment. They exhibit language
(OP/OL) rule in our home? impairments in both languages, but their impairments
Parents are often told that they should use the one-
parent, one-language rule in the home because it ensures
that their children will not get confused by hearing their
parents use both languages at the same time. There is
no evidence that following this rule helps children keep
their two languages separate. As was said before, as long
as most people in the childs life use only one language
at a time, the child will also learn to keep their two
languages separate. The one-parent, one-language rule
is a useful strategy for parents to use with their children
to ensure that their children get adequate exposure to
both languages; otherwise, there might be a tendency
to favor one language over the other. The OP/OL rule
helps to make sure that this does not happen.
In some families, the OP/OL rule may not be the best
strategy. For example, if one of the languages the child
is learning is not spoken by anyone outside the family,
then it may be a good idea for both parents to use
only that language. This will ensure that the child gets
sufficient exposure to it to acquire it well. If children go to
daycares or pre-schools where the societally-dominant
language is used or of if they have neighborhood friends
who speak the societal language, they will get lots of
exposure to the societal language. As a result, they will
most certainly acquire full competence in that language
because everyone around them uses it. Emphasizing
the non-societal language in the home may be the
best strategy to adopt in families that speak a minority
language that is not widely used outside the home.

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 are of the same nature and magnitude as those of 10. What do I need to do to make sure my child will
monolingual children with impairment. At the same learn both languages fully?
time, they develop proficiency in two languages. At As we have seen, learning two languages in infancy
present, there is no scientific evidence to suggest that and early childhood is as natural as learning only one
children with language impairment should be limited to language. Young children have the capacity to acquire
only one language on the grounds that this will facilitate full competence in two languages. While this is true, it is
their language learning and avoid language difficulties. also true that the level of competence and the range of
Raising children with language impairment bilingually is competencies that children acquire in each of their two
especially important in families and communities where languages depend critically on the learning environment.
knowing two languages is important and where not Children need continuous, sustained, and enriched
knowing one of the languages would restrict the childs exposure to both languages if they are to acquire full
interactions with other family members or with members competence in both. Parents must take whatever steps
of their community. they need to ensure that their child is actively exposed to
both languages preferably on a daily basis for a sustained
9. Are there circumstances when raising children and continuous time period. Active exposure means that
bilingually is not a good idea? children not only hear other people using each language,
It may not be a good idea to raise children bilingually but they are actively involved in using each language.
if parents cannot provide the learning environment Children with only passive exposure to language, by
that is needed to support the development of both overhearing adults for example, or watching TV, will
languages. For example, take a family for whom English not develop the ability to use the language proficiently.
is the dominant language of both parents and they live If children are to develop competence expressing
in a community where another language is spoken. If themselves in two languages, they must be actively
they are living in this community for only a short period engaged in using both languages with others who know
of time because one of the parents has a short-term job those languages.
placement there, it may not be worthwhile for the child to Motivating children to use both languages can
learn the new language since they will not have enough sometimes be the biggest challenge in raising children
exposure to the language to really learn it. Recall that bilingually. This is especially true when it comes to using
children need long term exposure to language if they are a language that is not used widely outside the home.
to develop full competence. Often young children prefer to use the language that
In a related vein, raising children bilingually may not other children around them are using and they may
be advisable if exposure to one of the languages is going
to be interrupted or inconsistent because the family
moves a lot or because of changes in the composition
of the family that will result in a loss of someone who is
the primary speaker of that language. Young children
often react badly to inconsistent or irregular exposure to
language; they like consistency. Thus, if parents decide to
raise their child bilingually, they should do so only if they
can provide continuous and extended exposure to both
languages.
Also, it may not be a good idea to raise children
bilingually if at least one parent or child caregiver in
the family does not speak each language fluently. In
such cases, the parents may lack sufficient competence
to provide the enriched language exposure the child
needs to develop full competence. If there is a child
caregiver who can supplement the parents use of their
weaker language and if that caregiver is with the child
for sufficient periods of time during the week, then the
parents incomplete competence in the language may
not be so serious.
In sum, it is not a good idea to start raising children
bilingually if you cannot keep it going or if you lack the
linguistic competence yourself to nurture your childs
language development. This caution does not apply
to children who are attending bilingual or immersion
programs where a second language is used for instruction
for an extended period of time. These programs are
very effective ways of helping your children become
bilingual.

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hesitate to use the family language if it is not used by their friends.
In these cases, parents must devise strategies to motivate their Further reading suggestions:
child to use the language for example, by creating playgroups Baker, C. (2000). A Parents and Teachers Guide to
with other children who speak the language or by visiting relatives Bilingualism. Clevedon, Eng.: Multilingual Matters
who speak the language. Otherwise, the child may not see the www.multilingual-matters.com.
value in using it and may even feel embarrassed using it. Parents Bilingual Family Newsletter.
should not be discouraged if children do not use both languages www.bilingualfamilynewsletter.com.
early in development. Some children, even monolingual children,
take longer to get started and are not as vocal as other children. It Genesee, F., Paradis, J., & Crago, M. (2004). Dual Language
does not mean that switching to only one language is advisable. Development and Disorders. Baltimore, Maryland: Brookes.
Patience and effort will pay off when children grow up and have the
Marcos, K. (2000). Promoting a Language Proficient
benefits of being bilingual.
Society: What You Can Do. www.cal.org.

Fred Genesee is Professor in the Psychology

Acknowledgements: I would like to thank
Department at McGill University, Montreal. He Caroline Erdos (Psychology, McGill), Elena Nicoladis
has served on the TESOL Board of Directors, (University of Alberta), and Liz Howard (University of
Executive Committee of American Association Connecticut) for helpful comments on a draft of this
for Applied Linguistics, ACTFL Foreign Language article.
Standards Steering Committee, TESOL ESL
Committee on Performance and Assessment
Standards, and the National K-12 Foreign Language Resource Center. He has conducted extensive research on alternative
forms of bilingual and immersion education and is currently conducting research on students who are at-risk for language
and reading impairment in French immersion programs in Canada. He is the author numerous scientific research reports
and books, including Dual Language Instruction: A Handbook for Enriched Education (Heinle & Heinle, 2000, with Nancy
Cloud and Else Hamayan), Dual Language Development and Disorders (with J. Paradis & M. Crago, Brookes) and Educating
English Language Learners (with K. Lindholm-Leary, W. Saunders, & D. Christian, Cambridge University Press). His current
research interests include the language and literacy development of at-risk students in bilingual programs, language development in cross-language
adopted children, and simultaneous bilinguals.

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