Teaching Children More Than One Language: Is It the Right Approach or Does It Confuse Them?
Proficiency in more than one widely used international language is an important skill for individuals to navigate the challenges of globalization. Today, it has become increasingly common for parents to introduce foreign languages to their children from an early age. However, this practice has also raised concerns about potential disruptions to language development and communication difficulties in children.
Obrolan Psikologi (OPSI), a talk show program organized by the Faculty of Psychology, Universitas Gadjah Mada (UGM), in collaboration with TVRI Yogyakarta, addressed this topic in its broadcast on Tuesday (20/10). The 15th episode featured Satrio Priyo Adi., S.Psi., M.Sc., a lecturer at the UGM Faculty of Psychology, and was hosted by Ferry Anggara.
At the beginning of the discussion, Satrio emphasized the importance of equipping children with the ability to speak more than one language from an early age. Children also go through different stages of language development at different ages. These include language comprehension through listening at ages 0–3, grammar acquisition at ages 4–6, and vocabulary development at ages 7–9.
“Actually, the earlier children start learning a language, the better. Once they are over nine years old, it becomes more difficult to reach native-speaker proficiency. Simply put, language learning should ideally begin before the age of nine,” Satrio explained.
Satrio also highlighted the brain’s ability to absorb and process language from as early as birth, particularly during the ages of 0–3.
“When we are born, our brains are already capable of absorbing and using language. If children are exposed to various linguistic elements, rather than just one language, between the ages of zero and three, it will help them understand those languages later in life,” Satrio added.
The episode also explored the debate surrounding the effects of learning two or more languages on children’s development. Satrio explained that earlier research suggesting that bilingual or multilingual exposure could cause speech delays is outdated and is no longer used as a primary reference for understanding child development. Before attributing a child’s speech delay to exposure to multiple languages, parents need to consider differences in brain development (neurodivergence), the normal range of language development milestones, and the possibility of other difficulties, such as socialization challenges. Recent studies have found that children who speak more than one language demonstrate language abilities comparable to, or even better than, those who speak only one language.
Nevertheless, learning and using more than one language may sometimes cause communication confusion in children due to differences between languages. To help children navigate this confusion, which is a normal part of the learning process, parents can provide support and guidance as they use the languages they have learned. It may also be beneficial for parents to learn alongside their children to better understand the languages they use.
Learning Languages Beyond the Mother Tongue
In this episode, Satrio also addressed questions about children who become fluent in a language that is not spoken by their parents. He explained that this phenomenon reflects children’s ability to acquire languages. Since children’s brains remain highly sensitive to linguistic input, they can readily absorb new languages. This ability is further supported by easier access to language-learning media through technological and internet developments.
“Human brains actually have a specialized mechanism that is ready to learn languages because language is part of how humans survive. When we cannot communicate through language, our chances of survival become smaller. During childhood, this mechanism is particularly sensitive to new languages. Language acquisition initially occurs quite naturally,” Satrio said.
Children’s language learning today is also supported by greater access to foreign-language learning materials through technological and internet developments. With this accessibility, language learning no longer depends entirely on formal education.
“Globalization also plays a role in language learning today. Children can watch YouTube videos, podcasts, and cartoons in English. This increases their exposure and helps them learn foreign languages,” Satrio added.
Satrio further emphasized that parents have an important role in accompanying and supervising their children’s language learning, particularly when digital media are involved. Parents need to ensure that the content their children access is age-appropriate. It is also important to recognize that emotional communication between parents and children is more important than language proficiency. Therefore, parents are encouraged to learn alongside their children and become familiar with the languages they use.
“It would also be beneficial for parents to learn alongside their children because the most important aspect of the parent-child relationship is emotional communication. If children become more accustomed to using their second language, it could actually create a communication barrier between parents and children,” Satrio explained.
Adapting to Social Environments Through Emotional Expression and Communication Skills
In addition to encouraging parents to learn the foreign languages their children are acquiring to minimize communication barriers and better understand their emotional expressions, Satrio emphasized the importance of teaching children to use language in accordance with the social and cultural norms of their surroundings.
Satrio then discussed the concept of language switching, a process that can be introduced to children to help them communicate in different social environments. He described three types of language switching: single-language switching, which refers to changing the language used according to the language spoken in a particular environment; dual-language environment, which involves listening to one language and immediately translating it into another; and code-switching, which refers to mixing more than one language during communication.
“Actually, the most beneficial approach is the dual-language environment, similar to what translators do when they translate directly. The second-best approach is single-language switching. Why are these two approaches better? Because they help children learn how to adapt to different contexts,” Satrio explained.
Satrio also stressed the importance of teaching children to understand linguistic contexts so they can adapt to their social environments. Contextual language awareness, including cultural norms and politeness practices found in various parts of Indonesia, should be introduced alongside the structural aspects of language learning.
“It is also beneficial to teach children about context while they are learning language structures, particularly between the ages of four and six. Children need to understand that language use in the Indonesian context involves certain norms of politeness, unlike some foreign languages that tend to be more egalitarian,” Satrio said.
Preparing children to face the challenges of globalization by introducing foreign-language learning is essential for today’s parents. However, parents should also recognize that children need communication skills that enable them to navigate environments with different cultural norms and expectations of politeness. Therefore, learning about linguistic context should not be overlooked. Give children opportunities to learn foreign languages as a foundation for participating in the global community, while also fostering their communication and emotional expression skills to help them interact within their local communities.
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Author: Kayla Anindya Sashikirana
Editor: Erna Tri Nofiyana