Bilingual Parents’ Reports of Professional Recommendations Against Bilingualism: An Exploratory Survey

Abstract:

Many professionals (e.g., doctors, teachers, etc.) provide input to parents on whether their children should be exposed to two languages. Some common misconceptions about bilingualism are so pervasive that they have affected the advice professionals give to bilingual parents. The primary purpose of this exploratory study was to describe bilingual parents’ perceptions about bilingualism (for children who are typically developing as well as for those who have disabilities) and their experiences with professionals advising monolingual language use in the household. Parents’ reports and perceptions of the professionals’ justification for this advice were explored. An anonymous online questionnaire was conducted to discover parent perceptions about bilingualism for typically developing children and children with disabilities. After applying post hoc exclusion criteria, 28 bilingual parents who also reported receiving language advice of monolingualism from a professional were included in the current study. Data were analyzed using descriptive statistics and thematic analysis. Results revealed that professionals advising against bilingualism included schoolteachers, pediatricians/doctors, speech-language pathologists, daycare teachers, preschool owners, otolaryngologists, and board-certified behavior analysts/registered behavior technicians. Professionals had several reasons for advising the use of only one language with their children, including fears of delays and confusion. Common misconceptions about bilingualism as a cause for language delay and confusion are still perpetuated in both professional and informal settings. Some professionals continue to recommend monolingualism despite evidence supporting the benefits of childhood bilingualism.