Episode Description
In this episode, we explore different types of bilingualism, focusing on the crucial distinction between simultaneous and sequential bilingualism. Understanding when languages are learned helps teachers better support their multilingual learners and implement effective translanguaging strategies.
Key Concepts
Simultaneous Bilingualism
- Learning two languages from birth or very early childhood (typically before age 3)
- Both languages develop alongside each other in parallel.
- May show language dominance depending on context and exposure.
Sequential Bilingualism
- Learning second language AFTER first language is established.
- Most common profile for language learners in educational settings worldwide
- May experience a ‘silent period’ during initial exposure – completely normal.
Translanguaging
- Using ALL linguistic resources to make meaning and learn
- Recognizes bilinguals have ONE linguistic repertoire with multiple languages.
- Essential for keeping learning moving while L2 catches up.
Language Interdependence
- Strong L1 development actually SUPPORTS L2 acquisition (Cummins)
- Cognitive and linguistic skills developed in one language transfer to others.
- Thinking deeply in L1 helps develop thinking skills usable in L2.
Teaching Implications
For Sequential Learners:
Build on existing linguistic foundation – they’re not starting from zero
Respect and support their first language throughout childhood
Allow for silent period – don’t panic or push before they’re ready
Let students keep learning in L1 while L2 catches up
Don’t mistake ‘not speaking L2 yet’ for ‘not thinking’ or ‘not understanding’.
For Simultaneous Learners:
Don’t assume equal proficiency in both languages
Support academic language development even if conversational skills seem strong
Recognize code-switching as sophisticated linguistic skill, not confusion
Both languages need ongoing development and institutional support
For BOTH Types:
Allow translanguaging – let learners use all their linguistic resources
Use L1 for cognitive work – concepts become clear and embedded
Remember: they have sophisticated knowledge, just not expressible in L2 yet
Translanguaging in Practice
- Students discuss concepts in L1 with peers before attempting in L2.
- Writing notes or planning ideas in L1 before writing in L2
- Using bilingual books or dual-language resources
- Working in L1 language groups to solve problems, then presenting in L2
- Researching topics using L1, then presenting knowledge in L2 with support
Key Takeaways
Timing of language learning matters – Simultaneous vs. sequential bilingualism have different implications for teaching
Sequential learners aren’t starting from zero – They have sophisticated linguistic and cognitive foundations to build on
Silent period is normal – Children are listening and processing; don’t push them to speak before ready
Translanguaging is scaffolding – Using all languages helps engage with complex content while developing L2
Keep learning moving – Don’t wait for perfect L2 proficiency before allowing complex content access
Language interdependence works – Strong L1 development supports L2 acquisition; skills transfer between languages
Coming Next
Episode 4: Additive versus subtractive bilingualism – what happens to the first language as the second language develops? Does it continue to grow, or does it diminish?
References
Baker, C. (2011). Foundations of Bilingual Education and Bilingualism (5th ed.). Multilingual Matters. pp.3-26.
Cummins, J. (2000). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters.
García, O., & Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. Palgrave Macmillan.
Grosjean, F. (2010). Bilingual: Life and Reality. Harvard University Press.
Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press.
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