When parents learn their child has a developmental disability, they often have questions about what their child may or may not be able to do.

Children with developmental disabilities, such as Down syndrome, often have challenges and delays in language development. And for some families, one of these questions may be: “Will speaking two languages be detrimental to their development?”

However, studies consistently demonstrate exposure to an additional language, including a minority language, does not impact language outcomes negatively. This highlights the importance of giving children the opportunity to become bilingual.

Many parents feel speaking one language would be easier than two. Some may feel bilingualism would be too confusing for a child with a developmental disability. This is a belief which is also sometimes held by teachers and clinicians who may be consulted on their view towards bilingual exposure.

With good intentions, paediatricians, speech–language therapists, teachers or social workers may advise parents to avoid using a heritage or minority language in the home, as children will also be exposed to the majority community language.

Research also shows children with disabilities may have fewer opportunities to access services in a second language.

However, bilingualism is possible for children with developmental disabilities, as our research on children learning both Welsh and English shows. Children who are able to access bilingual provisions may also benefit. In fact, research shows bilingualism may have a positive impact on these children’s social interactions and the formation of their identity.

Read the full article about bilingualism by Rebecca Ward and Eirini Sanoudaki at The 74.