For multilingual families it is natural for adults to blend words or phrases from multiple languages. This “mixing the languages”, or code-mixing, is very normal in multilingual communication. However, it is not advisable to use it consistently when speaking to and with young children, i.e. babies and toddlers in one-on-one situations.
1 Children Need Clear Language Models
In the early years, children are still mapping the structure, the sound system and the vocabulary of each language. When parents or adults who take care of the baby / toddler mix languages in the same sentence or conversation, it can make it harder for the child to distinguish where one language ends and another begins (De Houwer, 2009 & 2015).
This doesn’t cause confusion per se, but inconsistent input can slow down language processing and vocabulary development, especially in children who are still building their linguistic foundation (Place & Hoff, 2011; Beyers-Heinlein et al. 2022).
2 Input Consistency Supports Stronger Language Outcomes
Children rely heavily on the quality and consistency of input to acquire and maintain multiple languages. When parents speak one language at a time, it helps children internalise grammar, syntax, phonology more effectively.
Regular and high-quality exposure to each language is crucial for successful multilingual development (De Houwer, 2009, 2015; Beyers-Heinlein et al. 2022; Unsworth, 2016)
Avoiding code-mixing gives children a clearer model to imitate, especially in the minority or heritage language, which often needs extra support to remain active.
3 Monolingual Input Encourages Active Use
It sounds like a paradox (and it is!), but children growing up with multiple languages need to understand that most social settings require the use of one language only. Unless the society or community around them constantly mixes various languages – like in many multilingual countries! – a clear, monolingual input encourages children to respond in the same language, reinforcing expressive skills and fluency.
Children tend to mirror the language patterns of their caregivers. If we mix languages frequently (consistently), they likely will too which will possibly lead to over-reliance on a mixed-language use. Again, if this is the situation in the social context they are growing up in and is expected from them to learn, because it is the norm, then it’s ok. But if the society/community around them uses languages separately, then a clearer separation of each language is going to help them become more confident and functional in each of them.
4 Strategic Separation Fosters Language Awareness
When each parent or caregiver uses one language consistently, children learn to associate each language with a specific person (OPOL), context, or routine (T&P). This helps them develop metalinguistic awareness, i.e. the ability to understand and manage more than one linguistic system (Barron-Hauwaert, 2011).
When is Mixing the Languages Acceptable?
Of course, occasional mixing is not harmful, especially when:
Referring to untranslatable cultural terms
Using emotional or identity-linked expressions
Clarifying meaning during a learning moment
But in general, especially with babies, toddlers, and early learners, consistency matters more than perfection and mixing the languages when communicating with them should not be the default.
Final Thought
As multilingual parents, we don’t need to be rigid, but we need to be intentional and consistent. Avoiding to mix our languages in early childhood provides children with a clear linguistic input they need to become confident, expressive, and fluent speakers/users in each of their languages.
References:
Barron-Hauwaert, S. (2011). Bilingual Siblings: Language Use in Families. Multilingual Matters.
Byers-Heinlein K, Jardak A, Fourakis E, Lew-Williams C. Effects of language mixing on bilingual children’s word learning. Biling (Camb Engl). 2022 Jan;25(1):55-69.
De Houwer, A. (2009). Bilingual First Language Acquisition. Multilingual Matters.
De Houwer, A. (2015). Bilingual Development in Childhood, CUP.
Place, S., & Hoff, E. (2011). “Properties of dual language exposure that influence 2-year-olds’ bilingual proficiency.” Child Development, 82(6), 1834–1849.
Unsworth, S. (2016). “Quantity and quality of language input in bilingual language development.” In: Hamann, C., & Ruigendijk, E. (Eds.), Language Acquisition and Development. Cambridge Scholars Publishing.
Please also read the following posts on this website:
Limacher-Riebold, U. (2024). Code-Switching and Code-Mixing.
Limacher-Riebold, U. (2018). Code-Switching, what to do, when should I worry?
Ute Limacher-Riebold
Ute Limacher-Riebold, PhD, is the founder of Multilingual-Families.com and Owner of Ute’s International Lounge & Academy.
She empowers internationals to maintain their languages and cultures effectively while embracing new ones whilst living “abroad”.
She grew up with multiple languages, holds a PhD in Romance Studies and has worked as an Assistant Professor at the University of Zurich (Department of Italian Historical Linguistics). She taught Italian historical linguistics, researched Italian dialects and minority languages, and contributed to and led various academic projects.
Driven by her passion for successful language development and maintenance, and personal experiences with language shifts, Ute supports multilingual families worldwide in nurturing their languages and cultural identities in the most effective and healthy way.
