What are the Benefits of Learning a Second Language as a Child?

The question of “what language do I focus on teaching my child” has been asked so many times with varying answers over the years. This concern is especially common when a child is receiving Early Intervention (EI) services for language delays, developmental differences, or autism. Families want to support their child’s development in the best way possible and may worry that bilingual exposure could slow progress.

Research and clinical experience consistently show that bilingualism does not cause language delays. With appropriate support, infants and toddlers can successfully develop communication skills in more than one language. In fact, maintaining a family’s home language can strengthen learning, emotional connection, and long-term development.

How Language Develops from Birth to Three

During the first three years of life, children learn language through everyday interactions with familiar caregivers. Language develops most effectively when words are paired with:

• Warm, responsive relationships
• Sensory experiences (touch, movement, sound, and visual input)
• Repetition within predictable routines
• Emotional connection and shared attention

In bilingual homes, language learning naturally occurs across two languages. It is common for bilingual infants and toddlers to mix words from both languages, use one language more often depending on the caregiver or setting, and understand more language than they can express.

These patterns are typical in bilingual language development and should not be interpreted as confusion or delay. When assessing language skills, it is important to consider total communication across both languages, rather than evaluating one language in isolation.

Bilingualism, Early Intervention, and Autism

In the past, some families were advised to limit their child’s language exposure if delays or autism were present. Current research does not support this recommendation. Studies show that bilingual exposure does not negatively affect language development in autistic children or toddlers with developmental delays.

Longitudinal research (studies done over extended periods of time) offers additional reassurance. While some bilingual children with autism may show mild differences in early language development, these differences do not persist over time. As children reach preschool and school age, bilingual children on the autism spectrum demonstrate comparable or stronger skills in areas such as social communication, attention shifting, and cognitive flexibility. These skills are closely related to learning, problem-solving, and adapting to different communication partners and environments.

Emotional Ties: The Benefits of Learning a Second Language at Home as a Child

Early language learning is closely tied to emotion and sensory experience. Infants and toddlers form stronger memories when language is paired with feelings of comfort, safety, joy, and connection.

Caregivers often communicate most naturally and emotionally in their home language. When children hear language during moments of closeness- feeding, play, soothing, and bedtime routines, that language becomes linked to emotional meaning. This emotional grounding supports memory, understanding, and later language retrieval. For bilingual families, using the home language supports both communication and attachment, which are essential foundations for learning in the first three years of life.

How ABA-Informed Strategies Support Bilingual Language Development

ABA-informed approaches are especially effective in Early Intervention when they are embedded into daily routines and play. The focus is on building communication that is functional, motivating, and meaningful within the child’s natural environment.

Language develops best when children are motivated to interact. Following a child’s interests and pairing language with preferred activities—such as music, movement, sensory play, or favorite toys creates natural opportunities for communication in either language.

Receptive Language

Receptive language (understanding words and directions) develops through repetition paired with action. Short, consistent phrases supported by gestures and modeling help toddlers learn meaning.

Examples include:

• “Give me” / “Dame”
• “All done” / “Se acabó”
• “Put in” / “Pon adentro”

ABA strategies emphasize starting with directions a child can easily follow and gradually increasing complexity.

Communication includes more than spoken words. Infants and toddlers may communicate through gestures, vocalizations, signs, pictures, or technology. All forms of communication should be acknowledged and reinforced. Functional Communication Training (FCT) focuses on teaching children effective ways to express needs and preferences. When a child communicates successfully—regardless of language or modality, responding promptly strengthens communication skills.

Narrate Actions in a Second Language

Children benefit from hearing language modeled naturally rather than being required to repeat words on demand. Narrating actions, labeling items, and gently expanding on a child’s attempts allows language to grow without stress.

Teaching concepts such as “in,” “out,” “up,” “down,” “big,” and “small” supports generalization across settings and languages. Once a child understands a concept, learning the words for that concept in multiple languages becomes more meaningful.

Short, consistent language experiences throughout the day are more effective than long, structured sessions. Everyday routines provide frequent, low-pressure opportunities for learning that fit naturally into family life.

Learning a Second Language as a Toddler

Bilingual language development in infants and toddlers is both achievable and beneficial when supported through responsive relationships and evidence-based strategies. Research shows that bilingual exposure does not hinder language development, including for children with autism or developmental delays. Over time, bilingualism may support flexibility, engagement, and communication across environments.

Early Intervention works best when it honors families, culture, and connection. When caregivers are encouraged to communicate in the language that feels most natural, children benefit from richer interactions, stronger emotional bonds, and increased opportunities to learn and connect.

Families do not need to choose between languages. With thoughtful support, children can build meaningful communication in both.

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References

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