MORE THAN ONE LANGUAGE

Sophie Kern, Jean-Luc Vidalenc

► To cite this version:

Sophie Kern, Jean-Luc Vidalenc. MORE THAN ONE LANGUAGE. 18th annual International Conference of Education, Research and Innovation, Nov 2025, Séville, Spain. pp.2760-2764, 10.21125/iceri.2025.0885. halshs-05515620

HAL Id: halshs-05515620

https://shs.hal.science/halshs-05515620v1

Submitted on 17 Feb 2026

HAL is a multi-disciplinary open access
archive for the deposit and dissemination of sci-
entific research documents, whether they are pub-
lished or not. The documents may come from
teaching and research institutions in France or
abroad, or from public or private research centers.

L'archive ouverte pluridisciplinaire HAL, est
destinée au dépôt et à la diffusion de documents
scientifiques de niveau recherche, publiés ou non,
émanant des établissements d'enseignement et de
recherche français ou étrangers, des laboratoires
publics ou privés.

<figure><img src="image_1.png" /></figure>

Distributed under a Creative Commons CC BY 4.0 - Attribution - International License
# PLUS D'UNE LANGUE ! MORE THAN ONE LANGUAGE

S. Kern, J.L. Vidalenc

¹ CNRS, Dynamique Du Langage UMR5596, Université Lumière Lyon 2, sophie.kern@cnrs.fr

² Independent researchers, teachers, and mediators, jl.vidalenc@free.fr

## Abstract

In France, about 25% of children grow up in multilingual environments, a figure that rises to 80% in Priority Urban Zones. Despite this prevalence, a dominant monolingual paradigm persists in both theory and educational practice, often sustaining misconceptions among parents and professionals about bilingual language development. This article presents the design, theoretical foundations, and practical application of "More than one Language!", a mediation toolkit. The kit—which includes illustrated scenario cards, an explanatory booklet, and cut-out shapes—is designed to inform, train, and support adults, including parents, early-childhood educators, and teachers, who interact with children growing up with more than one language. Drawing on sociolinguistic and psycholinguistic research as well as experience from parent discussion groups, this tool aims to deconstruct widespread myths, to present typical and healthy plurilingual practices, and to foster a “third space” (1,2) that brings together language socialization in both the family language(s) and the societal language.

Keywords: multilingualism, language development, language socialization, mediation tool, heritage languages, bilingual education, parent-professional collaboration, early childhood.

## 1 INTRODUCTION

Global mobility and migration have made multi/pluri-lingualism a common reality. More than half of the world's population speaks more than one language. In France, national statistics indicate that about one-quarter of children are raised with more than one language, a prevalence that reaches 80% in some socioeconomically disadvantaged areas. This linguistic diversity encompasses regional languages, the languages of historical immigration (heritage languages), and those from recent waves of migration. Despite its normality, the developmental trajectory of plurilingual children is often viewed through a monolingual lens—both in popular belief and, at times, in professional practice. This perspective can pathologize certain typical bilingual behaviors, such as code-switching, and promote a deficit view that mistakenly associates bilingualism with language delay or disorder. Research consistently contradicts these notions (e.g., 3, 4), yet they persist among key figures in children's lives.

This article addresses the gap between research and perception by presenting a practical intervention tool. We begin by describing the misconceptions and specific knowledge gaps observed among parents and educators in the French context that motivated this work. We then present the theoretical foundations of the "More than one language!" toolkit, drawing on theories of linguistic interdependence and language socialization. A detailed description of the toolkit components and its use in clinical mediation and professional training follows. Finally, we discuss future directions for the project and its significance for promoting healthy plurilingual development.

The development of the "More than one language!" toolkit was motivated by empirical observations and formal studies revealing a significant gap between scientific understanding and public (including professional) knowledge of plurilingual acquisition. An omnipresent monolingual model, which treats single-language development as the norm, continues to influence pedagogical approaches and assessment frameworks. This model fails to account for the diverse and dynamic nature of plurilingual acquisition, which may be simultaneous or successive, involve typologically close or distant languages, and occur in contexts where certain languages are either highly valued or stigmatized. Alarmingly, this monolingual bias is reflected in the beliefs of those responsible for children's care and education. For example, the project Parler Bambin (5) found that among a group of 123 childcare professionals, 25% mistakenly believed that bilingualism causes language delays and learning difficulties. Even more concerning, 62% reported having received no formal training on either monolingual or bilingual language development, leaving them ill-equipped to adequately support multilingual/plurilingual children. Other research (6) on maternal perceptions of language development in children aged 0-3 in France revealed limited understanding of communication precursors, developmental milestones, and scaffolding
behaviors—particularly among mothers with low levels of formal education. These examples, among many others, highlight a widespread lack of foundational knowledge in France.

Several misconceptions about bilingualism show remarkable resilience:

* The belief that bilingual children have more language disorders than monolinguals is contradicted by prevalence rates. About 7% of monolingual children have Developmental Language Disorder (DLD), and the same is true for bilingual children (7);

* The assumption that bilingual children's language development is inherently delayed is false. Their development follows the same fundamental stages as that of monolinguals, and when assessed in both languages, their overall competence is at least equal—and in some cases superior—to that of monolingual peers (8,9);

* The perception that code-switching or code mixing indicate confusion is inaccurate. Bilingual children differentiate their language systems from an early age. Code-switching is a sophisticated, rule-governed pragmatic strategy used to negotiate conversations with different interlocutors and in varying contexts.

These misconceptions can have tangible negative consequences, leading to misguided professional recommendations and, in turn, unwise parental decisions: abandoning the home language, prioritizing use of L2 even when weaker than L1 for child-rearing purposes, ultimately impoverishing the child's linguistic repertoire.

The "More than one language!" toolkit is grounded in two key theoretical concepts that challenge the deficit model: the interdependence hypothesis and language socialization. James Cummins' foundational hypothesis (10) proposes that proficiency in a second language (L2) partly depends on competence already developed in a first language (L1). Underlying cognitive and linguistic abilities are shared across languages, meaning strong L1 skills form a solid foundation for acquiring L2 (and additional languages). This finding is supported by longitudinal studies. For example, it has been found (11) that oral skills in Spanish (L1) at age 2 predicted oral skills in English (L2) at age 4.5, regardless of socioeconomic status or frequency of English exposure. Similarly, other studies (12) confirmed significant correlations between L1 and L2 oral abilities. Supporting the family language (L1) does not hinder acquisition of the societal language (L2); on the contrary, it fundamentally supports it.

The theory of language socialization examines how individuals acquire linguistic knowledge and cultural practices through social interaction. For a child growing up in contact with several languages, the two main "spaces" of socialization are the following:

* The family space: socialization in the family's language(s) (L1 or 2L1: La & Lb), rich in emotional value and cultural identity, and the place of early entry into language.

* The school/institutional space: socialization in the society's common language (L2: La, Lb or Lc), key to school and societal integration.

In a context of linguistic diversity where the monolingual paradigm dominates, a third crucial space of socialization is often missing. This is a space where the synergy between the different languages the child is exposed to is explicitly modeled, valued, and practiced. Without it, children's multilingual skills remain unrecognized and underdeveloped. The practices, discourses, and representations of parents and professionals are the main forces that can either create or inhibit this third space.

## 2 METHODOLOGY

To bridge the gap between theory and practice, we developed a resource aimed at creating this essential third space for dialogue and learning: the 'More than one language' toolkit.

The toolkit is designed to:

* **Inform and train** early-childhood educators of plurilingual children with scientifically grounded knowledge;

* **Stimulate exchange** by facilitating discussions on language use within families and society;

* **Reassure and support** parents and professionals by addressing concerns and helping them better understand children's needs;

* **Develop skills** by strengthening the knowledge base, reflective attitudes, and practical competencies of parents and professionals to better support children's plurilingual trajectories.

The toolkit contains three main elements:

* **16 illustrated scenario cards.** Each card depicts a typical scene from a child's life growing up with more than one language (e.g., at the dinner table, in a supermarket, at school, as depicted in Table 1 below). The front shows a random number, a title describing the situation and linguistic dynamic, and an illustration. The back includes a scene description and a clear, evidence-based "key message" explaining the practice and its value;
<table><caption>Table 1: Examples of Scenario Cards and Key Messages</caption><thead><tr><td>Card</td><td>Situation / Linguistic Focus</td><td>Key Message</td></tr></thead><tbody><tr><td>1</td><td>Mealtime and bath time / Switching language by context</td><td>Language choices are fluid and adapt naturally to different settings and activities</td></tr><tr><td>5</td><td>At the playground / Choosing language by interlocutor</td><td>Multilingual/plurilingual children skillfully select languages based on who they are speaking to.</td></tr><tr><td>11</td><td>Tell me a story / Using L1 to develop narrative skills</td><td>Using the strongest language for storytelling builds skills that transfer to L2.</td></tr><tr><td>13</td><td>Family meal / Maintaining intergenerational bonds</td><td>Heritage languages are crucial for connection and cultural identity within families.</td></tr></tbody></table>

The front shows a random number, a title describing the situation and linguistic dynamic, and an illustration. The back includes a scene description and a clear, evidence-based "key message" explaining the practice and its value;

<figure><img src="image_2.png" /></figure>

* **An explanatory booklet** providing the theoretical background for each card, expanding on key messages. It also includes a glossary defining core terms (e.g., plurilingualism, code-switching, lexical borrowing, sociolinguistic factors) to create a shared vocabulary for users.

* **Character silhouettes and speech bubbles** enabling dynamic, hands-on activities in which users can create and discuss their own multilingual/plurilingual scenarios, fostering empathy and practical application.

<figure><img src="image_3.png" /></figure>

<figure><img src="image_4.png" /></figure>

## 3 RESULTS

The toolkit is designed for flexible use in two main contexts:

* **Mediation settings** (e.g., with parents or mixed groups).
A mediator (e.g., speech-language therapist, social worker) can lead a session, although the cards can also be used for self-guided discussion. Cards are freely selected or randomly distributed to groups of 10–15 participants. The mediator shows a card and sparks discussion with open questions like: “What do you think of this scene?” or “Have you experienced something similar?” The aim is to elicit personal experiences, validate them, and gently correct misconceptions by grounding them in the card’s key message.

* **Professional training settings** (e.g., for teachers, early-childhood educators).

Here, the toolkit becomes an integral part of initial or continuing training on plurilingual development. Trainers can distribute cards to small groups for analysis. Sessions may be structured around real-life situations or preconceived ideas (e.g., “Bilingualism causes confusion”), using the cards and booklet to deconstruct false beliefs and co-construct accurate professional perspectives and practices. Role-playing with cut-out figures deepens understanding.

In both contexts, a central principle is helping adults reassert the value of the family language (L1), emphasizing its:

* **Affective value**, as a vehicle of intimacy and emotional bonding;

* **Cognitive value**, as a foundation for learning and conceptual development;

* **Phonetic value**, as the basis for sound acquisition and pronunciation.

This directly counters internalized linguistic hierarchies and parental self-censorship, empowering adults to maintain and celebrate the language spoken at home.

## 4 CONCLUSIONS

The “*More than one language!*” project goes beyond academic publication to create a direct, practical impact on the ecological systems surrounding plurilingual children. By translating complex research into an accessible, engaging, and visually appealing format, it seeks to transform narratives and practices in real-world settings.

The toolkit is currently published by *Migrilude Editions*, ensuring wide dissemination. An English PDF version is available, the French version is complete and in circulation, and a Turkish version is under development—evidence of its international adaptability. Ongoing presentations and training sessions are crucial to expanding its impact. A dedicated Padlet (https://digipad.app/p/586706/9e2095674c6be) serves as a dynamic hub for sharing information, updates, and user experiences.

Plurilingualism is not a challenge to overcome but a resource to be recognized and cultivated. The pervasive monolingual beliefs and biases that are still dominating many educational and parental spaces require active, targeted intervention. The “*More than one language!*” toolkit represents one such intervention. By providing a structured yet flexible resource for mediation and training, it aims to create a vital “third space” where home and societal languages are no longer in competition but in synergy.

Empowering parents and professionals with knowledge and positive representations is the first—and most important—step to ensuring that all children, regardless of linguistic background, can fully develop their communicative and cognitive potential.

## ACKNOWLEDGEMENTS

The authors are grateful to HaBilNet, the Harmonious Bilingualism Network, for its financial support as well as to the ASLAN project (ANR-10-LABX-0081) of the University of Lyon for its financial support within the French “Investments for the Future” program operated by the National Research Agency (ANR).

## REFERENCES

[1] Kramsch, C. J. *Context and culture in language teaching*. Oxford University Press, 1993.

[2] Kramsch, C. J. *Language and culture*. Oxford University Press, 1998.

[3] F. Genesee, J. Paradis, and M. B. Crago, *Dual language development & disorders: A handbook on bilingualism & second language learning*. Baltimore, MD: Brookes Publishing, 2004.
[4] B. Z. Pearson, "Social factors in childhood bilingualism in the United States," *Applied Psycholinguistics*, vol. 28, no. 3, pp. 399-410, 2007. doi:10.1017/S014271640707021X

[5] S. Kern, C. de Chaisemartin, Q. Daviot, M. Gurgand, G. Fekete, and V. Mounier, "Le dispositif Parler Bambin : Passé, présent et futur," in *Prévention, dépistage, éducation thérapeutique du patient* (S. Topouzkhanian and V. Sabadell, eds.), pp. 261-288, Chilly-Mazarin, France: Ortho-Edition, 2018.

[6] A. Denis and M. Pierre, *Représentations maternelles du développement langagier*. (Unpublished Master Thesis). University of Montpellier, 2022.

[7] C. F. Norbury, D. Gooch, C. Wray, G. Baird, T. Charman, E. Simonoff, G. Vamvakas, and A. Pickles, "The impact of nonverbal ability on prevalence and clinical presentation of language disorder: Evidence from a population study," *Journal of Child Psychology and Psychiatry*, vol. 57, no. 11, pp. 1247-1257, 2016. doi:10.1111/jcpp.12573

[8] C. Core, E. Hoff, R. Rumiche, and M. Señor, "Total and conceptual vocabulary in Spanish-English bilinguals from 22 to 30 months: Implications for assessment," *Journal of Speech, Language, and Hearing Research*, vol. 56, no. 5, pp. 1637-1649, 2013. doi:10.1044/1092-4388(2013/11-0044)

[9] D. Junker and I. Stockman, "Expressive vocabulary of German-English bilingual toddlers," *American Journal of Speech-Language Pathology*, vol. 11, no. 4, pp. 381-394, 2002. doi:10.1044/1058-0360(2002/043)

[10] J. Cummins, "Linguistic interdependence and the educational development of bilingual children," *Review of Educational Research*, vol. 49, no. 2, pp. 222-251, 1979. doi:10.3102/00346543049002222

[11] V. A. Marchman, C. Martínez-Sussmann, P. S. Dale, and A. Fernald, "Caregiver talk to young Spanish-English bilinguals: Comparing direct and indirect measures of language experience and their predictive value for language skills," *Journal of Child Language*, vol. 47, no. 5, pp. 1070-1096, 2020. doi:10.1017/S0305000919000890

[12] M. Melby-Lervåg and A. Lervåg, "Cross-linguistic transfer of oral language, decoding, phonological awareness and reading comprehension: A meta-analysis of the correlational evidence," *Journal of Research in Reading*, vol. 34, no. 1, pp. 114-135, 2011. doi:10.1111/j.1467-9817.2010.01477.x