L’enfant bilingue : Mythes et savoir quand intervenir/référer/consulter

The bilingual child: Myths and knowing when to intervene/refer/consult

December 17, 2025

Let's start with some definitions.

When we talk about the majority language, we are referring to the language of instruction or of the community. Here in Quebec, we therefore have two majority languages: French, but also English.

The term minority language, on the other hand, refers to a language with a lower status, that is, the language that is not that of the community. For example, here in Quebec, Spanish would be a minority language.

A dominant language refers to the language that the learner has mastered best.

When discussing bilingualism, it's important to remember that a bilingual person is someone who understands and speaks two languages. A person who speaks more than two languages is called multilingual. In this blog, the term bilingualism will be used in both cases.

Bilingualism: COMPLEX and constantly evolving.

So how can I help my child speak TWO languages, for example if I want them to speak the majority/community language, while also learning the minority language?

MOTIVATION! RESOURCES! OPPORTUNITIES!

In some cases, a child or family may experience what is called linguistic insecurity if, for example, the language spoken at home is a minority language. Linguistic insecurity arises particularly when proficiency in the language in question is insufficient or when there is a feeling of uncertainty regarding language use.

You're probably wondering: "But Melissa, in Quebec children have to learn French, because in most cases, it will be their language of instruction. So shouldn't they just stick to French?"

WARNING! Acquiring bilingualism requires SEVERAL factors:

Firstly, the quantity and quality of exposure are the main factors.

The scientific literature clearly demonstrates that the amount of exposure needed to master more than one language is 40% of a child's waking hours.

Here is an example: "Jacob is simultaneously bilingual, Spanish (L1) at home with mom all the time and French (L2) Spanish with dad."

He wakes up at 7:00 am and goes to bed at 8:00 pm = 13 hours of wakefulness
Morning routine, evening routine, supper, bedtime, trips between daycare and home: L1=2.5hrs vs. L2=2.5hrs
Daycare: L2 = 5.5 hours (not including nap time)
Output: L1=0.5
Friends: L2 = 1.25 hours
Electronic devices/screens: L2 = 0.75 hours
Jacob is thus exposed, his L1 = 30% and his L2 = 70%
This does not take into account weekends, days off, holidays, illnesses, etc.

In addition, an exhibition quality This means that children need access to good language models, provided by people who are fluent in the language. That's why interaction with people is always valued, even beyond screens.

Another important factor in acquiring bilingualism is the sociolinguistic context in which each language is used. Indeed, the sociolinguistic context influences the number of opportunities to speak a language. For example, a family of new immigrants who speak Urdu at home will not have many opportunities outside the home to practice their mother tongue. The sociolinguistic context also influences the amount of support available in a language (e.g., whether a language is majority or minority).

Each language has a socio-linguistic status. When two cultures reflect different traditions and beliefs, there can be a tendency for the language with lower status to be lost. This phenomenon is called subtractive bilingualism. Thus, a language considered majority (with higher status in society) can be maintained at the expense of the language considered minority.

This will have numerous consequences for the child's language acquisition. Indeed, the child may stop using their home language (L1 – minority language), and this will affect their attitude towards language, culture, and the development of their personal identity.

The last factor influencing the development of bilingualism in children is The age of language acquisition . It can take approximately 3 to 5 years of complete immersion to master a language, always with the 40% exposure requirement. It is therefore important to know at what age each language was introduced, as well as the amount of exposure.

SO HOW DO YOU RAISE A BILINGUAL CHILD?

We need to have a SYSTEM in place and everything must be done with pleasure! No matter the learning, we need a plan, something systematic and well established allowing a sufficient QUANTITY and numerous quality opportunities to practice the language in question.
This system must include: WHO speaks which language to the child and WHEN each language is spoken.

If you are an educator or teacher, CHECK with the families.

Take the time to learn more about their origins, the language spoken at home and to the child.
In daycare or school settings, the plan is already established unless an educator speaks another language. In that case, they can decide to include that language as well (e.g., English).

In general, many general language stimulation strategies can be applied: such as VOCABULARY SIMPLIFICATION, REFORMULATION (shorter and simpler), and ACCOMPANYING our words WITH GESTURES to show the meaning.

A positive attitude towards each language must be maintained. If it becomes like a chore, the child will not have the desire to learn.

The benefits of bilingualism.

Why maintain the home language in addition to the other language and NOT remove or stop practicing one of them?

Because being bilingual can HELP a child with a communication disorder or a child who is developing typically by providing them with resources in another language to facilitate communication. Indeed, a bilingual child does not learn to speak, read, or write twice: a bilingual child does not have the same language development as two monolingual children.
Furthermore, bilingualism provides better executive functions in terms of organization, inhibition, mental flexibility, judgment, and self-criticism.
Bilingual children also have better metalinguistic awareness, that is, better organization of language in the brain.
Bilingualism is also a protective factor for the aging brain. It delays the first signs of dementia by a few years.
Finally, bilingualism is also associated with greater creativity, more career choices, better job opportunities, and higher salaries.

Key takeaway: what bilingualism is NOT!

Bilingualism does not confuse the child. In fact, the child does not learn with any more difficulty.
Bilingualism is not the cause of language or communication difficulties, but if you suspect any problems, it's wise to seek help early to take preventative action. And if there's a problem between an educator or teacher, the teaching approach needs to be re-evaluated.