Bilingualism by itself does not slow down speech development.
A child growing up with two languages is not "confused" because they hear Serbian and English, Serbian and German, Serbian and French, or any other language combination.
However, a bilingual child can have delays in speech and language development, just like a child growing up with one language.
Then it is not useful to say: "It's just because of the two languages."
It is important to carefully assess how the child understands and uses both languages.
When is assessment needed?
Assessment can be helpful if your child:
- does not speak in either language
- speaks little in both languages
- understands more than they can say
- has difficulty following everyday instructions
- has difficulty finding words
- does not have sufficiently developed comprehension in either language
- has lost words they previously used
- has difficulties in kindergarten or school because of language
- speaks one language much better, while the other stagnates
- has difficulties with reading and writing
- lives abroad, and parents want support for the Serbian language
- attends an international school and learns in English or another language
Language mixing is not by itself a sign of a problem.
What matters is whether language is developing, how much the child understands, how they communicate, and whether difficulties exist in one or both languages.
What is typical in bilingual children?
Bilingual children often mix languages.
The child might say:
- "Hoću apple." (I want apple.)
- "Daj mi water." (Give me water.)
- "Idemo outside." (Let's go outside.)
This does not mean they are confused. The child uses the word that is available to them at that moment.
In bilingual children, one language is often stronger. This is usually the language the child hears more, uses in school, kindergarten, or with peers.
The other language may be weaker, but it too should develop over time.
The problem is not that the child uses two languages. The problem may exist when the child does not have sufficiently developed language in either system, or when communication is not progressing.
Simultaneous and sequential bilingualism
Not every bilingual experience is the same.
Simultaneous bilingualism means the child is exposed to and hears both languages from birth.
Sequential bilingualism means the child first develops one language, and later encounters a second language, most often when starting kindergarten, school, or moving.
In sequential bilingualism, the child may go through a silent period in the new language. This period can last for some time and does not necessarily mean there is a problem.
For assessment, it is important to know when the child started hearing each language, how much they use it, and in which situations.
What does assessment look like at Logolab?
At Logolab we assess the child in relation to their actual language environment.
We do not only look at how many words the child knows in one language.
We look at:
- which languages the child hears
- since when they have heard them
- who speaks which language in the family
- which language the child uses at home
- which language they use in kindergarten or school
- how much they understand in each language
- how they express needs, thoughts, and feelings
- whether difficulties exist in one or both languages
- what communication looks like in everyday life
We can conduct assessment in Serbian and English.
For other language combinations, we rely on detailed conversation with parents, questionnaires, and descriptions of the child's functioning in the language we do not assess directly.
What does support look like?
Support depends on the child, the languages they use, and the family's goals.
Some children need support in developing the Serbian language. Some need support in English because of school. Some need support in both languages. Some need help with reading, writing, and language processing.
In our work we can support:
- language comprehension
- expression
- vocabulary enrichment
- sentence building
- retelling
- conversation
- academic language
- reading and writing
- communication for children who use speech unreliably
The goal is not to "eliminate" one language.
The goal is for the child to receive support in the languages that make up their everyday life.
What is the role of parents?
Parents are the child's most important language and communication partners.
That is why through our work we teach you how to support language at home, how to know when language mixing is expected and when to pay attention, and how to preserve the Serbian language without pressure and constant correction.
A parent does not need to choose between the family's language and the school's language.
A parent needs to have clear, practical ways to support the child in the languages that matter to them.
Bilingualism, autism, and AAC
Bilingualism does not exclude other developmental needs.
Some bilingual children have autism, echolalia, language processing difficulties, speech delay, or need for AAC support.
For each child we assess all available forms of communication: speech, comprehension, gesture, eye gaze, body language, behaviour, play, interests, and how the child uses language in real life.
If the child does not speak or uses speech unreliably, we also include other communication modalities in support, such as sign language, communication boards, PODD communication books, visual support, or technology.
Frequently asked questions from parents
Does bilingualism slow down speech?
No. Bilingualism by itself does not cause delay in speech and language development. A child who is delayed due to language difficulties will show difficulties in both languages, not just one.
Should we stop speaking Serbian?
No. Serbian is often the language of relationships, family, emotion, and identity. Removing the family's language usually does not solve language delay, and can impoverish communication at home. It is important that the child has rich, natural communication with parents in the language parents use most spontaneously.
Is language mixing a problem?
Not necessarily. Language mixing is common in bilingual children. The child uses the word that is available to them at that moment. We pay attention to overall language development, comprehension, and communication, not just whether the child mixes languages.
My child speaks English better than Serbian. Is that a problem?
Not necessarily. The language of school, kindergarten, and peers often becomes dominant. Serbian may be weaker, but it should develop through family communication. Assessment is useful when Serbian stagnates, the child completely avoids it, or parents want support to preserve it.
Can assessment be done only in English?
It can, but the picture is not complete without information about the other language. For bilingual children we always collect data about both language systems: when the child heard each language, how much they use it, with whom they use it, and how they function at home, in kindergarten, or school.
We live abroad. Do you work online in Serbian?
Yes. Online work is especially useful for families of Serbian origin living abroad who want professional support in Serbian. Work can be directed at the child, parents, or a combination, depending on age and needs.
My child speaks well but has difficulties in reading and writing. Do you work with that too?
Yes. We also work with older children who have difficulties in reading, writing, text comprehension, retelling, language organisation, and academic language. In bilingual children these difficulties sometimes look different than in children learning only one language.
The first step
If your child is growing up with two or more languages, and you are not sure whether speech development is typical, the first step is assessment.
At Logolab we look at the child's complete language experience, both languages, and how the child communicates in real life.
Schedule a free consultation