Bilingualism

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The process by which a second language is acquired can either be simultaneous or sequential. 

Simultaneous bilingualism involves introducing two languages before age three and acquiring both at the same time. 

Sequential bilingualism refers to the introduction of a second language after age three or after a certain level of proficiency is achieved in the primary language. 

This is also known as Successive Bilingualism. 

 Dual language learners and English learners also fall into this category. These are individuals who have mastered their primary language and are learning a second language (such as English) for social, academic, and professional purposes.

According to ASHA, the following are normal or typical characteristics of individuals learning multiple languages:

• Interference / Transfer: This refers to the child’s errors in the second language due to the influence of the primary language. For bilingual children who are learning simultaneously, the errors can occur in both languages.

• Silent Period: Children will often have a silent period, especially during the early stages of second language acquisition. This is normal as the child focuses on listening and comprehending the new language. Likewise, it is common for children who can understand the language better than they can speak it.

• Codeswitching: Switching between languages over phrases or sentences is typical for bilingual speakers. 

• Language Loss / Attrition – While learning a new language, some children lose fluency and proficiency in their primary language if it is not used consistently.

• Accent, Dialect, Phonetic Patterns – Accent associated with the primary language may affect the use of phonemes in another language. In adults, accents can continue to affect phonetic patterns.

A bilingual evaluation conducted by a bilingual speech-language pathologist (SLP) is needed to determine if the communication differences a child exhibits are simply a result of second language acquisition or symptoms of a speech or language disorder. In the case of children having difficulties learning a second language, a bilingual speech-language therapist can:

• Help the child focus on language processes that are common in both languages to minimize errors

• Identify common patterns in code switching to improve the child’s mastery of both languages

• Prevent language loss or attrition by reinforcing the primary language

• Help with listening and comprehension

• Help with enunciation and accented speech to improve intelligibility

Speech or language issues can go unnoticed or misdiagnosed in bilingual children because they are attributed to second language acquisition. In most cases, these conditions include:

• Stuttering: In bilingual children, stuttering tends to affect one language more than the other, which sometimes leads to assumptions that a child is simply less proficient in the other language. Signs of stuttering in bilingual children include trouble finding the right words, difficulties in using both languages in the same sentence (or code switching), and struggling to speak in more complex sentences.

• Selective Mutism: It is normal and common for bilingual children to go through periods of silence. However, a child’s silence can also be due to anxiety, causing them to retreat and speak only in certain situations. Bilingualism does not cause selective mutism, but it can trigger the anxiety already present in the child. This occurs when the child is forced to use a language he or she is not comfortable speaking.

• Speech Impairment: Bilingual children typically make pronunciation errors when learning a second language, which is why speech impairment can be difficult to spot. Speech impairment can occur in both languages that the child speaks, but it may affect each one differently. A bilingual evaluation is necessary to verify if the child has a speech and pronunciation problem.