CLIL means learning a language by using it to learn something else. It invites children to learn history, science, stories, games, and projects in the target language, whether it is the community language or a heritage language.
Writing Development in Simultaneous and Successive Bilingual Learners Writing is one of the most demanding skills children acquire because it requires thinking, language knowledge, motor skills, and cultural awareness to work together. For multilingual learners, this complexity increases further, as writing develops across languages with different structures, scripts, and conventions. Joan Sedita’s Writing Rope offers
Across the world, multilingual families are navigating rapidly changing linguistic landscapes. Children grow up in multicultural societies, in homes where several languages coexist, and in classrooms that reflect a global mosaic.
Living between languages and cultures, I often notice how identity is far more fluid than we once believed. Our bilingual or multilingual children remind us of this every day: they switch languages depending on who they’re speaking to, adopt different ways of expressing themselves, thinking, and even behaving. It’s as if they are constantly transforming, yet they never lose their inner core.
When families move to a new country, parents often carry a big dream: they want their children to learn the local language for school and community life, but they also hope to keep their home language alive. After all, language is more than words; it’s a connection to grandparents, culture, memories, and identity.
When you raise your children away from your homeland, you quickly realize that the task is not only to keep a language alive. For many of us, it is about passing on a whole world of feelings and identity.
Parenting styles differ significantly across cultures, and starting a family in Norway or moving there with kids can bring unexpected adjustments. Norwegians are known for their child-centered, independent, nature-focused, and relaxed approach to discipline and parenting.
Neurodivergence is a widely discussed topic today, and efforts are underway to adapt social and educational environments – traditionally designed for neurotypical children – to be more inclusive. One of the key goals of inclusive education is to adjust tasks and activities so that neurodivergent children can fully participate. However, embracing neurodiversity goes beyond accommodation; it means accepting, celebrating, and supporting neurodivergent children as they are. Their differences are part of natural human variation and do not need to be fixed or changed.
When we talk about multilingualism, we often talk in theories: about language acquisition, critical periods, language input, or cognitive benefits.
But what does it really mean to live across languages, to raise children who call more than one language “home” – or sometimes, none at all?