Questions and Answers

One of the most common misconceptions about early language learning is that children will talk later or less than they would have if spoken to in just one language. However, there is no scientific evidence to show that hearing two, three, or more languages leads to delays or disorders. Monolingual and bilingual children begin to babble, to say their first words, and to speak their first two- and three- word mini- sentences at about the same time. In fact, many, many children throughout the world grow up with two or more languages from infancy without showing any signs of language delays or disorder. This is true across different languages, for young children and for older children. Learning two languages is not a cause of language delay.


Many parents also express concern that their child might become confused by the use of two languages. We hear that quite frequently from parents. The main worry is that young children might not be aware of the presence of two different language systems or able to understand that two different words can refer to the same concept. Decades of carefully conducted research point to the fact that young children distinguish early on between their two languages. This form of linguistic practice or mental exercise has even been linked to greater scores on certain intelligence measures. Mixing languages is a normal phase of bilingual language development and all children move beyond this phase long before formal schooling begins and is not problematic in any way in the long run.


In short, growing up with more than one language is perfectly natural and does not have any negative impact on the child’s development whatsoever.

-- Kendall King, Ph.D., and Alison Mackey, Ph. D.


Children of all ages benefit from learning a second language, not only because it will enhance their cognitive development, but also because of the ways they will gain verbal flexibility. Knowing different ways of communicating an idea is a very valuable tool! A vast majority of studies suggest that bilingual children enjoy a significant cognitive advantage over their peers who only know one language. They enjoy better information processing skills and a higher degree of verbal and non-verbal flexibility. Children who learn a second language are not only “richer” because they have a second language stored in their brains, but also “richer” in that their vocabulary and understanding of antonyms and synonyms improve in their first language as well.

-- Dr. Mercedes Niño-Murcia

Absolutely not! Learning a new language actually reinforces many of the skills that young children are learning in their acquisition of a first language! Many millions of children are naturally bilingual and knowing two languages does not confuse them in the least! In fact, knowing how to express a concept in more than one language helps young children to be more flexible and helps them to understand that there are different ways of communicating. Children learn to use their different languages in different situations. Kids who are bilingual know that they might use one language with mommy and the other with daddy (or with a sitter, or at school, or with a grandparent). Learning another language is a great gift to give a young child!

-- Lori Langer de Ramirez


We often hear questions from parents about language skills and reading development. For instance, “If a second language is introduced in early elementary school, will it interfere with my child’s developing literacy skills?” As a matter of fact, bilingualism, language awareness, and literacy are positively related. We strongly believe (based on lots of research evidence) that it’s never the wrong time to learn another language. Now is the right time for your children, no matter what age they are or what they are learning in English at school. For school-age children, it is important to capitalize on the strengths that they have. Children at school are rapidly acquiring lots of academic skills that can help them learn a second language. For instance, learning to read not only promotes the development of awareness of second language grammar, but it also provides an additional way of understanding and remembering a second language. School-age children can make use of their amazing sponge brains along with some of the adult-like mental tools they’re starting to pick up for a variety of learning tasks.

-- Kendall King, Ph.D., and Alison Mackey, Ph. D

The principle that you are instilling in your child—the idea that other languages and cultures are important and worth your family’s time—that is a gift for life. That gift is what will be most important and productive, not how perfectly or imperfectly you yourself speak the language. When you dedicate time to your child and to the experience of learning this new language, your child will notice that this is really important to you, to the family. And, by extension, your children will realize that it should be important to them too! And, please keep in mind that this doesn’t have to be a monumental task. The everyday moments are what count. Choose a regular time or activity to use the language with your child: for example, riding in the car to different activities; singing at night before going to bed; counting and naming things your child did in school; you name it. What’s important is that you make this activity a special time for you and your child, a time when you only communicate in the target language. You can be certain that perfection is not what counts here.

-- Dr. Mercedes Niño-Murcia


Parents should not worry too much about speaking the language absolutely perfectly or with a non-native accent. It’s less important for your child to hear, for instance, perfect Korean than it is to have some early and meaningful exposure to Korean. And there’s lots of evidence that language learners can benefit greatly from interaction in the second language, even if it’s not coming from the mouth of a native speaker of that language!


Even parents who know only bits and pieces of the second language can use it with their children. Young babies love the sound of human voices and one language is just as good as the next for soothing, entertaining, or stimulating them. Mothers or fathers, for instance, can sing the same nursery song in the same second language over and over (after all, babies love repetition!). The options and opportunities for language learning and interaction become more plentiful as the child grows (and as the parents recover from the first few months of sleep deprivation and total exhaustion!). For instance, even parents with only very basic proficiency levels in the second language can read simple board books with their children in that language. These books can be read over and over (and over and over). Young children can learn basic vocabulary in this way, become familiar with different styles of language (for example, formal versus informal), and of course develop a lifelong love of reading.

-- Kendall King, Ph.D., and Alison Mackey, Ph. D.

Not usually. Correcting children who are learning a new language can lead to hesitant speakers at first, who become perfectionists later. Unless a child repeatedly uses a word or structure incorrectly (which might indicate that your child will continue to make that mistake unless you kindly intervene), it is not good practice to correct him or her all the time. After enough experience hearing and speaking in the new language, children will self-correct. There is nothing worse than being excited about knowing a few words and phrases in a new language and then being stopped mid-utterance every time things are not done perfectly! No one is perfect, least of all someone taking risks in a new language. Let your children play and make mistakes! It's all part of the process, and the fun!

-- Lori Langer de Ramirez


When and how to correct a new language learner is such a difficult decision! On the one hand, as adults, we want to know our mistakes and how to fix them!!! Young children, on the other hand, need to get lots of positive reinforcement to help strengthen their self-confidence. Learning a new language is scary, and using that newfound knowledge is even scarier. So, I always err on the side of positive reinforcement with our littlest ones. I really believe it’s OK to make mistakes, and I tell my students that constantly. I rarely correct young learners explicitly when they speak in Spanish. Why is that? Because, first and foremost, I want to make sure that I’m cultivating life-long language learners. And one of the most important qualities of a life-long language learner is someone that is willing to take risks!


The best way to correct young language learners is not to give them explicit corrections, but to model the correct way of saying something. For example, if a child says, “La camisa es rojo,” then I would respond, “Muy bien, la camisa es roja!” It’s a win-win situation.

-- Talía González

As a pediatrician I certainly do not endorse sitting a child in front of the computer for hours on end. Yet the computer can be used as a tool to complement learning, if the programs are well built from an educational stand-point. Kids of the 21st century are naturally attracted to computers; they will sit down and play educational games on the computer that you would fight with them to get through with pencil and paper. I recommend that parents get into the habit of trying out the computer games before they let their kids play on them. It doesn’t take long, and once you’ve tried the game personally, you can rest assured that the product is suitable.

-- Naomi Steiner, M.D.


From a kid’s point of view, if an activity is fun, interactive and provides an interesting challenge, then no one will mind that it requires learning. If a computer game with a learning objective is compelling enough to keep your child engaged, then learning will certainly happen.


Educational computer games can provide a first introduction to a concept or lesson and are often most powerful as a means of reinforcing and providing a check on what’s already been learned. A really great language learning game can go beyond providing and checking on knowledge to making access to that knowledge automatic. Timed games, especially those which adapt and increase the pace as the player gets better, are particularly helpful in achieving what we call “automaticity,” like when a normally English-speaking child can see a photo of a cat and instantly, automatically say “gato” without having to go through the exercise of translating in his or her head—of thinking “that is a cat, and cat is gato in Spanish, so I’ll say ‘gato’.”


While games are not always the most efficient way to learn, if they are well-designed and are successful in keeping kids engaged, they can be quite effective. And ultimately, effectiveness is what we’re after!

-- Phil Hubbard, Ph.D.



The short answer is “it depends.” Some computer games are just for fun, some are just for learning, and some of the best ones manage to do both. But there is no question that a computer game that is properly designed, developed and researched can be an extraordinarily effective teaching tool.


One great example of how a children’s media product can be educational is Sesame Street, the longest-running children’s program in American history. People are often surprised to learn that Sesame Street is the single largest informal educator in the world, and there are numerous research studies that prove children really do learn from the iconic show.


But today’s children are growing up in a media world that consists of much more than television, and we are missing a huge opportunity if we assume that alternative forms of media such as video and computer games are “just for fun”. Computer games offer interactivity that can create unique, rich and effective learning experiences for children.

-- Carly Shuler

I really feel for parents, as they face a difficult dilemma in terms of managing their child’s computer time. The ubiquitous media choices make it difficult to know when to limit children's exposure and use. On the other hand, there have never been so many opportunities for children to learn in new and exciting ways. The cornucopia of choices is appealing, but a bit exhausting for most parents who are already a bit stressed!


When I speak to parents, I often find they are looking for a “magic number” in terms of how much time their child should be allowed to be on the computer, but the truth is that number doesn’t exist. There is certainly a time and place for media that is strictly entertaining; there is a time and place for media with specific educational value; and there is a time and place where children should take a break from electronics altogether. The overall message is a balanced diet of fun, engaging and educational media that should not take up too much time in any given day.

Journalist Lisa Guernsey speaks of using what she calls the "Three C's" approach, which is an excellent strategy to evaluating children’s media consumption. The method guides parents to first look at content, then look at context, and finally to look at the needs of the individual child:

• Content – What is the basic premise of the game? How is it designed? Is it research based? Is it age appropriate? Does it come from a trusted source? There are a few great resources to help parents evaluate content; Common Sense Media and Children’s Technology Review are a few of my favorites.


• Context – Who is interacting with the child? How do parents talk about what's on the screen? Is the child learning through a game, then applying that in another activity? Is the child telling stories about what he or she has experienced?


• Child – How much stimulation can this child take? What types of media trigger the most curious questions, playful reenactments, engagement and joy? What is your child missing out on by spending time on the computer – is your child still exercising, socializing, and doing his or her schoolwork?

-- Carly Shuler



I usually recommend around one hour of total “screen time” per day. If your child is doing a particularly interesting project, then that time can be extended if it makes sense. The point is that the computer should not be a babysitter, the programs should be of good quality, and computer time should not be taking your child away from other activities such as playing outdoors with other kids. I also recommend that parents set up clear limits early on, to avoid difficulties later on! Decide on the amount of time that is allowed before your child sits down at the computer. Have your child put a timer on, and place it next to the computer, so that when the timer goes off … it’s the timer’s fault and not yours!

-- Naomi Steiner, M.D.

There could be many reasons why your relatives are having trouble getting on board with your child’s language learning. Sometimes relatives may feel excluded if they don't understand this second language. Try to find easy ways for your relatives to join your child in learning the language. It can be a fun bonding experience for your young learner and relative alike!


Also, you might try asking your relative questions like:

-- Have you traveled to a foreign country and been frustrated at not being able to communicate?

-- Have you met people you admire who speak more than one language?


Mention the economic and career advantages of speaking more than one language. At the very least, most people can be persuaded that there are real practical benefits to becoming bilingual in this modern, multinational world.

-- Ann Bentley, Ph.D.

Children are less likely to resist something they see as fun. Be sure to make learning enjoyable instead of a chore. Make a game out of it! If your child is older, he or she might respond to reinforcements—including praise. Mastery of a task has intrinsic rewards and if you praise your child for his or her accomplishments, your child is more likely to want to learn. Also, keep in mind that humans are social animals; your child may respond well to language learning activities that include his or her friends.

-- Ann Bentley, Ph.D.


First and foremost, any learning process should be fun, interesting and constant. The learner should feel attracted to the material and should want to acquire such knowledge. When it comes to young learners, kids will want to acquire a second language if they feel a connection to someone who speaks that second language, motivating him or her to learn.

That person can be a parent (or close relative) who speaks to his or her child only in the second language—a very natural way to acquire a language because every child wants to communicate his thoughts and feelings with the important adults in his life. However, when the child starts to go to school, things can become more challenging, especially when they are starting to socialize with their peers in English (e.g. playing). The parent who speaks the second language should not be discouraged by this normal inclination to speak in English, but stick to speaking only the second language at home and demanding their child respond in the second language. As the child grows older, the parent can point out to the child the many cultural and sociological advantages of knowing another language.

If no one in the family speaks a second language, find a connection your child can make to this second language elsewhere in his or her life. The motivation could come from a vacation trip to an area where the language is spoken, from establishing a friendship with a second language speaker, or from music, movies, cartoons—anything your child enjoys, gets curious about and wants to understand.

Whatever you do, never force your child into learning a second language in the home environment. That kind of "linguistic tension" could backfire and ruin your good intentions to provide your child with the invaluable tool of a second language. Depending on your child's age and personality, you could wait and try a second or third attempt at a later time when your child may feel a more natural connection with a second language.

-- Catalina Zapata-Vial

That is terrific that you want your child to learn a second language. And having a native-speaker as a caregiver, such as a nanny or babysitter, can certainly help! But, be careful not to expect too much from your caregiver. Just because people speak a language, does NOT mean that they know how to teach someone else to speak that language, particularly a child who presents a particular set of acquisition issues. It's a common mistake that many people make. I see it all the times in schools that hire, for example, Spanish speakers, thinking that just speaking Spanish is enough preparation to then instruct another in Spanish. The teacher fails miserably because he or she is not trained to teach language to kids. Some folks are naturally talented in that way (able to teach intuitively without much training), but most people are not, especially those who don't have a great academic background in their own language to begin with.

Also, remember that context is important. For example, Spanish-speakers in this country are often under a lot of pressure to use English as often as they can to garner respect in public. I would encourage your caregiver to take your child to places, events and activities where they will both be comfortable immersed in Spanish. Story-times in Spanish, hanging out with other Spanish speaking nannies in the park, playing computer games like GogoLingo together, attending fabulous bilingual music classes would all be great for them both. Having an environment that not only condones Spanish but encourages it will make both of them feel more comfortable communicating in Spanish.

One important thing to keep in mind is that kids within bilingual families absorb language effortlessly; there is little "teaching" going on. You probably didn't "teach" your child English by sitting him down and teaching him: this is a verb, this is the article for a feminine noun... etc. etc. But your nanny might be afraid that this kind of formal instruction in Spanish is what you want, and she doesn't know how to do that. I might approach her by saying, “Please just speak with my child in Spanish 100%.” Again, this is asking effort on both her part and your child's since there will be a period of adjustment.

The bottom line is, for your child, this all has to be FUN. If she or he associates the learning of Spanish with you feeling stress, discomfort, anxiety or dissatisfaction, your child will NOT do it and will resist Spanish entirely. So whatever you and your nanny choose to do, make sure it stays FUN for your kid. If your nanny cannot be happy and fun in Spanish, then you need to find someone who will. At the end of the day, learning a language (for both kids and adults) is about falling in love—not in love with the language so much as what that language will give him or her in return: the love of a person, a beloved experience, a beloved prize.

-- Elisa Niño-Sears



Depending on your caregiver’s level of bilingualism, she or he might be more inclined to use English as a way of making sure her or his connection with the child is effective: keeping the child safe, happy, nourished, clean, etc.. The less English your caregiver knows, the more she or he will need to speak in a native language around the child. Taking care of a child involves a profound emotional connection that tends to happen more naturally and efficiently in ones own native tongue.

If you and/or your partner speak Spanish, it will be easier for both your child and the caregiver to feel supported in this linguistic project. And, even if you don’t speak Spanish, be sure to communicate your language goals to your caregiver, emphasizing the importance and responsibility of the caregiver as the primary source of language learning for your child.

Finally, make sure you provide your caregiver with as many educational resources as possible that you know will appeal to your child, taking his or her age into account. Books, games, videos, music and play groups are all key supports for your caregiver to achieve success with your child in the second language. Your child’s listening and speaking skills will develop naturally as she or he gets exposed on a regular basis to the second language. And as your child grows older, he or she will be ready to take more formal language lessons that will help to improve reading and witting skills.

-- Catalina Zapata-Vial

“Special needs” of course refers to a wide range of issues—from hearing problems to autism, attention deficit disorder, and specific language impairment (SLI). While these are very different disorders, what seems quite common across all of them is this: as soon as a potential problem is identified, pediatricians, teachers, and speech therapists often recommend that the whole family switch to the majority language (English in the United States) and leave bilingualism behind. Their reasoning is that children with special needs have enough challenges as it is and that they would have an easier time coping with demands in just one language. From their perspective, mastering two languages presents an extra and unnecessary burden for a child who is already struggling.


While this point has some intuitive appeal, we also believe it is important to keep in mind that very little research has been conducted on this issue. It is also important to evaluate any recommendation with respect to the wider context of the child’s life. Parents of children with special needs should also keep in mind that in most of the world, all children—those with special needs and those without—routinely become bilingual, or even trilingual. And in many homes—inside the United States and around the world— monolingualism is simply not an option. Lastly, in deciding what’s best for your family, it’s helpful to keep in mind that, as the needs of every child are different, so too is the particular social, cultural, and linguistic environment of each child. There’s no one-size-fits-all solution here, and unfortunately there is not a lot of research available on children with special needs learning more than one language from an early age. That being said, though, most researchers and practitioners would agree that intensive and interactive exposure to appropriately complex language is important and beneficial for all children and that bilingualism does not need to fall by the wayside. It will probably also be important to seek out professional assistance from speech-language pathologists, psychologists, or pediatricians who are familiar with the specific learning processes of bilingual children. At the same time, remember that you are also an expert on your child’s needs!

-- Kendall King, Ph.D., and Alison Mackey, Ph. D.

You are correct; a child’s brain learns a language faster than an adult brain. Why? Because of something called brain plasticity. Brain plasticity is what enables the brain to adapt to its environment and to do things like learning a language. And babies and young children have more “plastic” brains than adults do.


That said, you have to remember two important points. First of all, adults too can learn a language, even though they learn it differently. And secondly, kids don’t “just learn a language like a sponge” as the saying goes; they actually need good quality and on-going input in that new language to learn it.

-- Naomi Steiner, M.D.