Multilingual Communication Development

Multilingual Communication Development

Supporting children who are learning more than one language is an important (and sometimes complex) part of early childhood development. At Cooee Speech Pathology & Occupational Therapy, we work closely with families and educators to support multilingual communication in a way that is evidence-based, culturally responsive, and neurodiversity-affirming.

Multilingualism is a strength, and with the right support, children can develop strong communication skills across their environments—home, school, and community.

What is multilingual communication development?

Multilingual children may learn more than one language in different ways. Some children are exposed to multiple languages from birth, while others learn an additional language after their first language is established.

These are often described as:

• Simultaneous multilingual learners
• Sequential multilingual learners

Both are valid and typical pathways of language development.

Importantly, multilingual children are not learning separate systems in isolation—they are developing a connected and dynamic communication system.

What does multilingual development look like?

Children who are learning more than one language may:

• Use words from different languages in the same sentence
• Show stronger skills in one language depending on context
• Understand more than they can express
• Move between languages depending on who they are talking to

Both types of multilingual children will often show errors with their grammar and sentence structures. Both types will also usually mix the words, grammar and sentence structures of their different languages to help them explain their messages – this is called code switching.

Code switching is a normal and functional part of multilingual communication, not a concern.

When should we be concerned?

It is important to understand the difference between:

• A language difference (expected in multilingual development), and
• A language disorder (where there are underlying communication difficulties)

A key indicator is whether challenges are present across all languages, not just in English.

If a child is having difficulty:

• Understanding language across environments
• Expressing themselves in any of their languages
• Participating in everyday interactions

…it may be helpful to seek support from a Speech Pathologist.

Early, culturally responsive support can reduce barriers and support participation across settings.

What about children with a diagnosis?

This is a really good question, especially because there hasn’t been a lot of concrete research about multilingual language development in children with Autism and other diagnoses. However, there is research emerging that learning a second language does not create more challenges for children with diagnoses of Autism Spectrum Disorder or Intellectual Disability (and they can even follow similar language development patterns as typically developing bilingual children) (Howard et al., 2021; Romero & Uddin, 2021).

In clinical practice, this is often reflected in meaningful ways. For example, some children may demonstrate understanding of multiple languages and cultural expectations by using different languages with different family members—such as English with siblings and another language with grandparents.

Based on the available evidence and clinical experience, it is up to the child’s family to make the language decision that works best for them.

As teachers, educators and therapists, we can:

• Provide clear, evidence-based information
• Support families to make informed decisions
• Respect and support the chosen language environment

How can we support multilingual children?

The most important message is: do not reduce language exposure.

Instead:

• Speak the language you are most confident in
• Focus on connection, play, and meaningful interactions
• Model language naturally throughout daily routines
• Use visuals, gestures, and repetition to support understanding
• Work collaboratively across home, school, and therapy

Supporting communication across languages helps children build:

• Strong relationships
• Cultural identity
• Confidence in expressing themselves

Why multilingualism matters

Communication is more than words—it is about participation, connection, and identity.

When we support multilingual development effectively, we:

• Reduce participation barriers
• Support learning and engagement
• Strengthen family and cultural connections
• Build long-term communication independence

The best thing adults can do to help multilingual children?

Keep talking to them (Feldman, 2019). Play with them, and help them play with other children who are using the language/s they are still developing.

Use a lot of words and sentences in the language/s, without forcing the child to copy or reply.

Keep your sentences simple and repetitive, and give the child many chances to have a go at responding – both with their own words and other ways, such as pointing or showing. 

Happy talking!

Supporting Multilingual Development: Resources for Families

Access to the right resources can make a big difference when supporting children learning more than one language. These options can help families build language through books, storytelling, and everyday interactions—at home and in the community.

Books and Online Resources

• The Language People
  An online bookstore with a wide range of bilingual children’s books across many languages. A great option for families wanting to build a home library that reflects their languages and cultures.
• Iwan Bookshop
  An independent multilingual children’s bookstore based in Brisbane. They offer culturally diverse books and can help families find texts in their home language.
• International Children’s Digital Library
  A free online library with access to children’s books from around the world in multiple languages. Useful for exploring stories that may not be easily available locally.

Community-Based Opportunities

• Museum of Brisbane – Bilingual Storytime (Free)
  Regular storytime sessions that expose children to different languages in a shared, engaging environment. A simple way to support listening and participation skills.
• Brisbane City Council Libraries
  Local libraries offer access to books in different languages, depending on the branch. Families can visit or contact their nearest library to explore what is available.

Why this matters

Providing access to books and storytelling in multiple languages helps children to:

• Build vocabulary across their languages
• Strengthen understanding and comprehension
• Connect language with culture and identity
• Participate more confidently in conversations and learning

Small, consistent opportunities—like reading a book together or attending a storytime—can have a meaningful impact over time.

Written by Speech Pathologist, Thida Hantun revised April 2026. 

How Cooee can support

At Cooee Speech Pathology & Occupational Therapy, we provide:

• Individualised, family-centred assessment and therapy
• Neurodiversity-affirming and culturally responsive approaches
• Practical strategies for home, school, and community
• Collaborative support with educators and care teams

We work alongside families to support children to communicate in the ways that are most meaningful to them.

Book a Client Journey Planning Session to explore how we can support your child’s communication across languages and environments.

Want to go deeper?

The The Multilingual Toolkit: Communication & Growth in Multilingual Children brings together everything you need to confidently support multilingual learners—without adding more to your workload.

Designed by Speech Pathologists, this bundle includes:

• Step-by-step guidance on multilingual communication development
• Practical strategies you can use immediately
• Tools to plan, implement, and track progress
• Real examples to support application in everyday environments

It’s ideal for educators, therapists, and teams wanting to move from understanding → implementation → impact.

Access the full toolkit here → https://cooeecollaborative.podia.com/the-multilingual-toolkit-communication-growth-in-multilingual-children

References

Byers-Heinlein, K., & Lew-Williams, C. (2013). Bilingualism in the Early Years: What the Science Says. LEARNing landscapes, 7(1), 95–112.

Feldman, H. (2019). How young children learn language and speech: Implications of theory and evidence for clinical pediatric practice. Pediatrics in Review, 40(8): 398–411. doi:10.1542/pir.2017-0325.

Romero, C., & Uddin, L. Q. (2021). Bilingualism, Executive Function, and the Brain: Implications for Autism. Neurobiology of Language, 2(4), 513–531. https://doi.org/10.1162/nol_a_00057

Verhagen, J., Kuiken, F., & Andringa, S. (2022). Family language patterns in bilingual families and relationships with children’s language outcomes. Applied Psycholinguistics, 43(5):1109-1139. doi:10.1017/S0142716422000297