The Spectrum of Multilingualism – Part 3: Is Multilingualism a Gift or a Superpower?

Multilingualism is often celebrated or emphasized as a gift or a superpower. While such descriptions emphasize the advantages of using multiple languages and are sometimes necessary when talking with people who adamantly consider multilingualism something that needs to be “fixed”, and multilinguals like people having some kind of a deficit, they can also mislead people to falsely assume and expect it to be easy. 

Multilingualism is not something bestowed upon us effortlessly; it is an achievement requiring dedication, consistency and often, strategic planning.

Multilingualism is less about innate abilities or luck and more about effort, opportunity, and commitment.

Multilingualism is a Skill – Not a Gift

The metaphor of multilingualism as a gift suggests an inherent quality, something that is either innate or that requires a talent and one receives without effort. However, research shows that language acquisition, whether for a first language (L1) or languages (L1a, L1b) or subsequent languages (L2, L3, Ln etc.), is an active process involving cognitive, emotional, and social engagement.

The Role of Effort and Strategy

Children growing up in multilingual families often acquire multiple languages simultaneously. This does not mean the process is automatic. Parents and caregivers play a crucial role by creating environments rich in linguistic diversity. Language Strategies require consistency and long-term commitment. According to Barron-Hauwaert (2011), successful multilingual families often invest considerable time and energy in maintaining language use across various contexts.

For adults, learning a new language involves even greater effort. Theories like Krashen’s Input Hypothesis (1985) highlight the importance of meaningful exposure to comprehensible input. However, exposure alone is insufficient; deliberate practice and active usage are essential components for achieving fluency.

The Myth of Multilingualism as a Superpower

While being multilingual provides cognitive and social advantages, describing it as a superpower can oversimplify the challenges involved. Multilinguals often face unique difficulties, such as:

• Language interference: Managing different linguistic systems often leads to code-switching or code-mixing, which, though natural in the language acquisition and learning process of multilinguals, can be perceived negatively in some contexts (Poplack, 1980) and, therefore, cause frustration in parents, teachers and other professionals working with multilingual children.
  • Understanding that language interference is a common phenomenon and process that happens whenever languages are in contact, helps to focus on the important insights we can gain by observing how multiple languages intersect and interfere with each other in individual learners – the same way we can observe language interference and change when languages are in contact in societies and communities.
• Language attrition and shift: Without consistent practice, even proficient speakers can lose fluency in a language over time.
  • Instead of considering language attrition or shift a sign of failure and an “indication for imminent language loss”, it should encourage to take action. We can always reactivate languages that have moved to the background, i.e. that we haven’t actively used for a while. By experiencing the language in a variety of contexts and in a multi-modal way, the motivation to use the language will increase and the language will shift in the foreground again (i.e. Dominant Language Constellation)

These challenges underscore the effort required to maintain multiple languages. 

Multilingualism is not a magical ability but a skill honed through practice and consistency.

Opportunities and Access Matter

Multilingualism often results from opportunities and access rather than inherent talent. For instance, children in multilingual families or communities are exposed to multiple languages from an early age, providing a natural advantage.

However, (early) exposure alone does not guarantee success! The quality and consistency of linguistic input play critical roles in language development (De Houwer, 2009). This means that children need to be involved in meaningful conversations in the target language, they need to learn the BICS and, if possible, also the CALP and CALS, to attain a high level of proficiency, should this be the goal.

We can compare this situation to monolingual individuals who choose to learn additional languages as adults: they also need to seek out opportunities – through exposure, active interactions, formal education, online resources, travel etc. – and commit to regular practice!

These efforts highlight the agency and intentionality behind becoming (and staying!) multilingual.

The Sociocultural Dimension

Multilingualism is also shaped by sociocultural factors. In some communities, speaking multiple languages is a necessity for survival or integration. For instance, migrants often learn the dominant language of their host country to navigate work, education, and social life while maintaining their heritage languages at home.

On the other hand, societal attitudes toward multilingualism can influence individual motivation. Environments that value linguistic diversity encourage individuals to maintain and develop their language skills. Conversely, societies or environments (at work or at school) that prioritize monolingualism or are geared towards the use of one – more dominant = more important (!) language – usually discourage the use of minority languages, leading to language shift, attrition or even loss (Fishman, 1991).

The Cognitive and Emotional Investment

The cognitive benefits of multilingualism – such as enhanced executive function and problem-solving skills – are well-documented (Bialystok, 2001). However, achieving and maintaining multilingual proficiency requires significant mental effort. Multilinguals constantly adapt to different linguistic and cultural contexts, exercising their brains in unique ways.

Emotionally, the journey of maintaining multiple languages can be challenging. Feelings of frustration, embarrassment, or inadequacy often accompany language learning and use, particularly in high-stakes situations. Multilinguals must navigate these emotional landscapes while persevering in their language goals.

Celebrating Multilingualism as an Achievement

Recognizing multilingualism as an achievement rather than a gift or a superpower reframes the narrative. It highlights the agency, determination, and hard work involved in acquiring and maintaining multiple languages. This perspective also validates the efforts of parents raising multilingual children, educators fostering language diversity, and individuals learning new languages.

Moreover, acknowledging multilingualism as an achievement empowers people to take ownership of their linguistic journeys. It encourages a growth mindset, emphasizing that language skills can be developed at any stage of life with the right strategies and support.

If we want to emphasize the advantages of becoming, being and staying multilingual, we can look beyond language proficiency. The cognitive and cultural skills it entails opens doors to diverse perspectives and fosters meaningful connections across cultures. Multilingualism can also be considered as an invaluable toolkit for life, which enriches our worldview and empowers us to navigate multi-faceted opportunities with confidence. Whether we call it a bridge to opportunities or a lifelong resource, being multilingual equips individuals with unique skills to adapt, connect, and thrive worldwide.

Conclusion

Describing multilingualism as a gift or superpower may inspire admiration and serve as a counterpart that balances out all the negative and deficit messages around it, but it risks downplaying the effort, planning, and perseverance involved.

Multilingualism is not an accident of birth or a natural talent that either you got gifted with or not; it is a skill nurtured through deliberate action and sustained commitment. By shifting or at least by balancing the narrative, we can celebrate the hard work behind becoming, being and staying multilinguals across the lifespan, and inspire others to embark on this same journey. However, the ability to use multiple languages can be considered a superpower for all the advantages and benefits mentioned above. 

References

• Barron-Hauwaert, S. (2011). Bilingual Siblings: Language Use in Families. Multilingual Matters.
• Bialystok, E. (2001). Bilingualism in Development: Language, Literacy, and Cognition. Cambridge University Press.
• De Houwer, A. (2009). Bilingual First Language Acquisition. Multilingual Matters.
• Fishman, J. A. (1991). Reversing Language Shift: Theoretical and Empirical Foundations of Assistance to Threatened Languages. Multilingual Matters.
• Krashen, S. (1985). The Input Hypothesis: Issues and Implications. Longman.
• Poplack, S. (1980). “Sometimes I’ll start a sentence in Spanish y termino en español: Toward a typology of code-switching.” Linguistics, 18(7-8), 581–618.