The environment at Cape Breton is unfamiliar for most international students especially the ones who are not from North America or Europe. There are differences in climate, food, culture, and languages among others. The language barrier that most international students face is particularly challenging. Before gaining admission to Cape Breton University (CBU), students are required to have a certain level of knowledge when it comes to the English language. However, for most international students, English is not their first language. The experiences of international students at CBU lead to a scenario where languages come into contact. Language contact is responsible for various sociolinguistic and linguistic developments. For students who are raising their children in Cape Breton, the effects of language contact affect both them and their children albeit in varying levels. The international students experience language contact on various levels including historical, socioeconomic, morphological, and political. On the other hand, their children experience language contact levels mostly on a morphological level. This essay explores the language-contact experiences of international students bringing up their children in Cape Breton from an Arabic student’s perspective. Language contact occurs when two or more languages are used in a similar place and time. In the case of most CBU students, the students come to Canada and they are required to communicate in both English and their native languages. Throughout this essay, the example of an Arabic international student who has a five-year-old son, resides and goes to school in Cape Breton will be used. Most children who are being raised by international students have different lingual experiences. For instance, almost all of these children are bilingual and they use English when mingling with other Canadian children. On the other hand, they use their native languages when communicating with their parents and siblings. Another scenario involves multilingual children who can speak English and at least two other languages. However, in most situations, the children have a prominent language that they use regularly. The main difference in language contact between children and adults is that in most scenarios the children’s lingual capacity is not fully developed like that of their parents. For instance, a five-year-old kid of Arabic descent can still alter his pronunciations to suit those of the English language even if Arabic is his first dialect. In such a case where a non-developed language is dominated by another prominent language, the weaker language might be typologically endangered. The exploration of this paper focuses on non-trivial language contact scenarios where active interaction takes place. When two languages come into contact, a hierarchical typology set ensues. There are three common outcomes of language contact including language change, language death, and language mixture. In Cape Brent where English is the most common language, cases of language mixture are frequent. Cases of language death are quite rare especially for languages that do not share morphological qualities. However, cases