Bilingualism

What is the experience of children who have learned one language at home and encounter a second language when they enter preschool? In the United States, the second language is typically English, although in some cases English-speaking children are in classrooms where they are exposed to Spanish or to another language. Many children in the U.S. have had at least limited exposure to English before they experience it to a greater degree in preschool.

Many children throughout the world learn to speak two languages or become bilingual (Tucker, 1999). Indeed, bilingualism is present in just about every country, in all societal classes, and in all age groups (Grosjean, 1984). Research indicates there are distinct cognitive, communicative, and cultural advantages to being bilingual (August and Hakuta, 1997, Baker, 2000a).

A child becomes bilingual in different ways. Three pathways to bilingualism are simultaneous bilingualism, successive bilingualism, and receptive bilingualism. There are numerous factors that contribute to a child’s pathway to bilingualism. A key factor is the age of exposure to two languages and the type of or extent of the exposure to each language.

Most children who do not have learning difficulties succeed in acquiring their first language. In contrast, not all children are successful in acquiring a second language. Success in mastering a second language depends in great part upon the interaction of external and internal factors. External factors would include access to speakers of the second language, the frequency with which the child comes in contact and interacts with those speakers, the degree to which that second language context is emotionally supportive, and the messages and pressures present in school and society regarding the mastery of that second language. Internal factors would include the child’s cognitive abilities and limitations, perceived need to learn the second language, talent in learning language, and individual temperament and social skills. If children’s home and school communities value bilingualism, then children will likely learn and maintain both of their languages to high levels (Winsler, Díaz, Espinosa, & Rodríguez, 1997).