A note on terminology

For the purposes of this course, we will use the term multilingual learner (MLL) to refer to children who use two or more languages. We chose to use this term to promote an asset-based approach that is inclusive of all the languages children and families interact with. The term also aligns with the latest terminology adopted by WIDA, a highly regarded organization housed within the Wisconsin Center for Education Research that provides resources to support the success of multilingual learners.

“As part of its asset-based belief system, WIDA uses the term ‘multilingual learners’ to describe all students who come in contact with and/or interact in languages in addition to English on a regular basis” (WIDA)

The term Dual Language Learner (DLL) is still commonly used in the literature, in particular by the Office of Head Start. They define dual language learners as “children who acquire two or more languages simultaneously and learn a second language while continuing to develop their first language.” While it may not be apparent from the word “dual,” notice the definition does include two or more languages. Apply this understanding when you see the term.

Even more terms exist to refer to children who are multilingual, such as English Language Learner (ELL) or Limited English Proficient (LEP). While these are becoming less common over time, they are still in use today. We avoid using these terms since they can imply a deficit-based perspective that does not fully account for the extraordinary abilities of children who use more than one language, for instance the ability to code switch depending on the cultural context and a wider breadth of vocabulary. Children who are multilingual have many strengths that need to be sustained and supported in our learning spaces.

Finally, keep in mind that language is constantly evolving. We will continue to make updates to this course as needed over time.

Simultaneous and Sequential Language Learning

One of the key concepts that defines working with children who are multilingual learners is the relationship between the home language and additional languages. Here’s a video by the Head Start Early Childhood Learning and Knowledge Center that gives details about dual language learners and maintaining their home language. As you watch, think about at least one new thing you learned about children who are multilingual learners.

Not all children who are multilingual have learned language in the same way. It is important to understand the circumstances for individual children in your learning setting so you can personalize support.

• Simultaneous language learning occurs when a child learns more than one language at the same time.
• Sequential language learning occurs when a child learns a second language after having a foundation in a language already. This usually happens after age 3, or when a child enters a preschool program.

Reflect

How people perceive children who are multilingual learners depends on context. For instance, in the United States where the primary language is English, children who speak more than one language are often viewed from a deficit-based perspective. In many other parts of the world, however, learning multiple languages is typical and celebrated. Why might these different perceptions exist?

References

Berk, L. (2013). Child development (9th ed.). Boston, MA: Pearson.

Ferjan Ramírez, N., Ramírez, R., Clarke, M., Taulu, S., & Kuhl, P. (2017). Speech discrimination in 11‐month‐old bilingual and monolingual infants: A magnetoencephalography study. Developmental Science, 20(1), 1–16.

U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start. (n.d.) Dual language learners. [Video file]