Over the years, I have come across a fair share of bilingual or even bilingual children in my care. I teach in Australia and this country is proud to have a diverse population. Here are few things that I observed and learned while working with multicultural families.
“Learn a new language and you gain a new soul.” (Czech proverb)
Bilingualism means speaking more than one language. To be precise, two languages. Children become bilingual for different reasons. Sometimes it happens by circumstance (for example, when parents move to another country). Sometimes it is practical (study, career, opportunities). Sometimes it is emotional (to communicate with family), and sometimes simply out of love for a language.
No matter why you choose to raise a bilingual child or support them in your educational setting, speaking more than one language will benefit them.
Two languages are better than one
Research continues to show the advantages of bilingualism. It is much more than just knowing two languages.
First, bilingual children are more open to other people and cultures. They tend to have a broader worldview compared to monolingual children.
Second, bilingual children develop strong metalinguistic awareness. They notice grammar patterns more easily and understand how language works. For many objects, they know two words. Switching between languages helps them see connections between sounds and letters, which often supports strong writing skills.
Third, bilingual children can switch their attention more easily. This helps them focus better and manage multiple tasks.
Fourth, bilingual children often show stronger divergent thinking. They can think of many different ways to use objects and solve problems creatively. As adults, bilingual people tend to have mental flexibility, and their brains are more resilient with age. History also shows that many well-known creative thinkers were bilingual.
“Coca-Cola, please!”
I wanted my son to grow up bilingual from birth. We watched Muzzy in Gondoland, played educational games, and read books in English. I sang songs in English, Italian, and French, always naming the language so he could learn to recognise them.
However, his response to my English attempts at age four was… memorable.
I remember him stamping his feet and asking me to stop speaking English. But everything changed on a Qantas flight. At five years old, he realised the flight attendants did not understand Russian—and he really wanted juice and Coca-Cola.
He tried saying “I want cola” in Russian. The flight attendant smiled politely but did not understand. By the end of the long flight, he had learned to say clearly:
“Coca-Cola, please!”
His second “survival phrase” was “Where is the toilet?”, which he learned at school.
By age ten, he was speaking English fluently—better than I could imagine after many years of learning it myself.
How children learn a second language
My son’s journey follows a pattern described by Patton Tabors. Children typically go through four stages when learning a second language:
- Using their home language and noticing it does not work
- Silent period – listening, observing, absorbing language
- Formulaic phrases – “Me too”, “What’s your name?”, “I want…”
- Productive stage – speaking freely and confidently
Every child moves through these stages at their own pace.
When to start
In early childhood, the brain forms connections quickly, so learning a second language is more effective.
There are different types of bilingualism:
- Infant bilingualism – exposed to two languages from birth
- Childhood bilingualism – ages 5 to 12
- Adolescent bilingualism – ages 12 to 17
Learning two languages at once can be both easier and more challenging. Children absorb language naturally, but they still need support and meaningful interaction.
The ideal time is before 5–7 years, when children already have a foundation in language, and their memory, attention, and fine motor skills are developing. At this age, children are more likely to speak both languages fluently and without an accent.
How much is enough?
Every family is different, so it is hard to define exact hours. Some research suggests around 25 hours per week of meaningful language exposure.
Language includes:
- listening
- speaking
- reading
- writing
All of these need attention.
Language is not something you “finish”. It is ongoing—more like climbing or maintaining something over time. As parents and educators, our role is to:
- choose a strategy
- stay consistent
- create a rich language environment
Strategies for raising bilingual children
Barbara Zurer Pearson describes three main approaches:
1. One parent – one language
Each parent consistently speaks their own language with the child.
2. Time and place
Different languages are used in different situations (for example, at school vs at home).
3. Home language
The family speaks one language at home, while the community uses another.
This is common in countries like Australia. For example, a family may speak Russian or French at home, while the child uses English at childcare or school.
The key is to maintain the home language, because the environment will naturally support English.
10 steps towards bilingualism
- Be consistent with your chosen approach
- Be patient and persistent
- Make learning enjoyable (books, films, games)
- Use a variety of resources (songs, stories, technology)
- Create opportunities for real communication
- Do not focus on mistakes—focus on fluency and confidence
- Consider bilingual programs or language groups
- Connect language to culture
- Talk often and meaningfully with your child
- Give children time and space to respond and participate
What is your experience teaching or raising bilingual children? ‘Let’s discuss!
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