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As someone who just lived in Copenhagen for 4 years, and genuinely tried - and failed - to learn Danish, I envy my friends who learned multiple languages at such a young age. It really is the best time - brains are still developing, synapses are connecting, and there are no already-known grammar rules. My number one question in Danish class, “But, why,” followed by, “That doesn’t make sense!”
So, when I hear this common belief - or myth - that learning more than one language as a young child is detrimental and can cause developmental delays, my immediate reaction is to assume the exact opposite. They are learning different words, different meanings, different ways of communicating themselves.
More researchers are (thankfully) looking more closely at dual language learners (DLLs) and multilingual learners’ (MLLs) early development, and their classroom experience. When you look at the research, it’s clear there is a difference between MLLs, DLLs, and their monolingual peers.
But, are their language skills and development hindered because they’re learning multiple languages, or is it for other reasons? Are they getting the same opportunities to connect, communicate, and learn as their monolingual peers? We need results, and we need real solutions.
That brings me to my chat with Paul Govoni, Senior Data Analyst at LENA, a non-profit organization, that recently released research on the differences between monolingual and bilingual children, specifically around communication in the early childhood classroom environment. Their research resulted in a clear conclusion:
It’s not about the number of languages, it’s about meaningful interaction
But, before analyzing LENA’s data and better understanding the findings, I wanted to address the common belief that learning multiple languages at a young age is “bad” for the child, and the idea that dual language learners (DLLs) negatively impact the development of the other children around them.
Paul was able to share actual scientific research.
Now to LENA’s mission. Let’s start with the idea of conversational turns. These turns are key in their research on early communication. But what exactly are they? And why measure turns instead of something like word count? In Paul’s answer, I was also introduced to LENA’s technology: the talk pedometer.
Of course, when Paul told me there was an “ideal number” of conversational turns, you know I had to ask where that came from. Turns out, it’s based on LENA’s 10-year long study, which found that the number of conversational turns toddlers experienced predicted future skills in pretty powerful ways, which he explained more.
But context matters, and it’s important to know that this longitudinal study was home-based. So while it may be feasible for parents and primary caretakers to reach for 40 conversational turns per hour with their child at home, we can’t directly apply that same ideal number to the classroom - I mean, expecting every teacher to hit 40 turns an hour with every child in their care isn’t totally realistic.
So it’s more of a North Star than a “must do.” (But then again - we know not all superheroes wear capes, and there are some pretty incredible early childhood educators out there.)
LENA’s more recent research was classroom based and focused on understanding conversational turns and bilingualism.
So what did the research show?
My first question, for bilingual and multilingual children, is there a specific language that it needs to be in to be considered a turn (English, the language spoken at home, etc.)?
The big idea? It’s not about language - it’s about interaction. Regardless of which language is spoken, the benefits come from the back-and-forth itself.
This part really matters, because it’s not always realistic (or equitable) to staff every classroom with bilingual teachers. So I asked Paul what strategies monolingual teachers can use to support DLLs and increase conversational turns.
The main tips?
As Paul said,
“We’re not dictating that those interactions need to happen in a certain language…It’s less about specific language instruction and more so about that interaction piece…the interaction piece can happen even if it’s not in the same language.”
And instantly something clicked for me, “It makes sense because it returns to the fundamentals of early childhood, you just need to have connection.”
Again, the key takeaway is: connection, connection, connection. It’s less about what is said, or in what language. It’s about meaningful interactions.
If a key element of conversational turns is talking with children, not at children, then what tips can we provide teachers to provide more meaningful interactions?
Paul responded with sharing LENA’s three research-backed key ingredients to sparking more interaction:
(Check out LENA’s research-backed 14 talking tips mentioned in the clip. Plus, 14 other research-backed talking tips specifically for dual language learners.)
As we were talking, I was imagining all these conversational turns happening in the classroom. And when I think of an early childhood classroom, I picture noise, constant movement, and chaos (in the best way possible). In other words, as Paul says, “turns don’t happen in isolation.” So, are conversational turns only predictive of future skills if they occur between children and adults? What about between children (peer-to-peer conversations)?
(Short answer: yes, and it’s a fascinating area for future research - but I won’t spoil it, just watch the clip below!)
Simple question, why?
Paul explained many possible reasons, but one suggestion - professional development (or a lack of it) - raised an important question:
“What we observe for these rooms is rather remarkable, because the gains in interaction for one group does not mean the other children are experiencing less interaction…Teachers were able to increase conversational turns for all children.”
Plain and simple. There is no attention taken away from monolingual children. Which means another myth is debunked.
Before we wrapped up the chat, I had one final question. At Famly, we care deeply about family engagement, and ensuring parents and primary caregivers are an active part of their child’s care and learning - even from afar. So I had to ask, what role do families play in supporting bilingual children in the classroom?
“This is outside the talking tips, but this is just a common theme is how important it is to involve families in this process…in many ways they’re not just supporting the language development, they’re weaving in these cultural practices that make the classroom feel more inclusive as a whole”
And I couldn’t not think of Famly’s Live Translation. It’s designed exactly for situations like these: removing language barriers and making sure every family - no matter what language they speak - feels seen, included, and connected.
We hear from childcare directors over and over again just how essential it has become to their center and extended community. Especially because it’s not just some forms of communication. Whether it’s a direct message, or a quick community update, a photo caption, a child observation - all communication can be instantly translated into over 130 languages.
Before Live Translation, it was piecing a couple words together, and relying on physical gestures, that, to be honest, didn’t really help that much. Or, at worse, little to no communication at all, because it just wasn’t possible.
Now, with Live Translation, communication is seamless and inclusive - and we know that when families are truly part of the conversation, children thrive.
Of course, there is more research to be done, but there are still things we can do with the research LENA has provided, like:
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Please note: here at Famly we love sharing creative activities for you to try with the children at your setting, but you know them best. Take the time to consider adaptions you might need to make so these activities are accessible and developmentally appropriate for the children you work with. Just as you ordinarily would, conduct risk assessments for your children and your setting before undertaking new activities, and ensure you and your staff are following your own health and safety guidelines.
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