Who Are Multilingual Learners?
Many terms are used to refer to young children who are being taught in a language other than their primary language. Two terms commonly used are English Learner and Multilingual Learner.
The California Preschool/Transitional Kindergarten Learning Foundations: Language and Literacy Development states, “About 59 percent of children age birth to five in California live in homes where a language other than English is used. Children who are learning more than one language are called multilingual learners. A growing body of research concludes that multilingual learning is a strength that can significantly contribute to many skills, including children’s academic, cognitive, language, and social skills” (p. 4).
The Desired Results Developmental Profile (DRDP) includes specific measures for assessing the English language development of children who are learning English as a second language. These measures are completed for any child who lives in a home where English is not the only language spoken.
Paths to Bilingualism
Children become bilingual in different ways. For some children, exposure to more than one language begins very early in life, and for others, it occurs later. The age at which a child is exposed to additional languages determines the course of second language development.
According to Patton Tabors in A Guide for Early Childhood Educators of Children Learning English as a Second Language (2008), the following factors impact children’s bilingual development:
Exposure and Opportunity to Practice
Children must spend sufficient time in contact with the new language. They must have opportunities to engage in regular, meaningful activities involving the new language.
Motivation
The desire to communicate with speakers of a particular language is one of the best predictors of success in learning that language. The value that families and teachers place on each language will be reflected in the child’s progress. If families and teachers demonstrate the value of each language, the child will be more motivated to learn and use each language.
Age
Progress is slower for children aged 4 and younger. Older preschoolers and school-aged children have a better understanding of how language works, and they can utilize this knowledge to learn new languages faster.
Personality
- Children who are more outgoing have an easier time learning a second language than shy and reserved children.
- Children who are exposed to more than one language prior to age 3 are simultaneous bilinguals.
- Children who are exposed to more than one language at age 3 or later in childhood are sequential or successive bilinguals.
- Without sufficient opportunities to use either the new language(s), or the home language, children may become receptive bilinguals.