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
If you are the only speaker of your language in a mixed-language family, you may sometimes feel pressure or hesitation about which language to use with your child. You may also worry about their future, thinking that strong skills in the dominant language are essential for school success, friendships, and social acceptance. These feelings are common and do not mean you are failing.
When we speak about literacy development in multilingual families, we often picture clear, parallel progress across all languages: a child learns to read in one language, then transfers those skills into the next. However, real multilingual development unfolds in waves, sometimes accelerating in one language while temporarily pausing in another. The pattern of literacy development
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.
A persistent myth about bilingualism is that adults cannot properly learn new languages. On the contrary, research shows that adults are capable of achieving fluency, even when starting later in life (Garraffa, Sorace & Vender, 2020). What differentiates adults from children is not exactly their capacity to learn, but the mechanisms and emotional attitudes involved
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.
September doesn’t just mean sharpened pencils and new routines, for multilingual children back to school often comes with extra layers of adjustment.