In today’s globalized world, multilingualism has become a cornerstone of our classrooms, families, and communities. But with this linguistic diversity come unique challenges – especially for children navigating between languages and cultures.
Feeling misunderstood, not included in the local community or not completely part of the community of origin are common sentiments among the bilingual and multilingual children. In addition, especially when their families of origin don’t understand or speak the local language, the children sometimes have to help their parents with translations or other tasks, carrying big responsibilities at a young age. How can teachers, therapists, counsellors and families ensure that bilingual and multilingual children feel supported and understood? What role do communication dynamics, cultural awareness, and educational strategies play in fostering inclusion and connection?
In this blogpost, we explore these critical questions with insights from an expert, Laura Serrani, Counsellor and Psychotherapist, who shed light on the emotional, psychological, and practical aspects of multilingualism. Laura Serrani in her research “A journey through languages: A systematic literature review on the multilingual experience in counselling and psychotherapy with children and adolescents” of 2022 wanted to interpret the possible meanings for clients of being multilingual in a therapeutic process and as well to reflect on the influence on the clients’ multilingualism in the therapeutic relationship. From addressing communication breakdowns in multilingual families to understanding how teachers can better support bilingual students, we dive into strategies that make a difference.
Whether you’re an educator, therapist, or parent, this conversation offers valuable perspectives on how to create environments that celebrate linguistic diversity and prioritize the well-being of bilingual and multilingual children. In both Laura Serrani’s research and in our conversation with her, we focus on the clients’ perspective and needs in order to understand them better and implement effective strategies to help them. Read on to discover actionable advice and thought-provoking ideas that can transform how we approach multilingualism in schools and beyond.
#multilingualism, #multilingual children, #therapy, #counselling, #school
Q: Therapists and teachers sometimes judge children based on their first language, dialect, or accent. How can we address and improve this situation?
A: To start, we need to position language within a broader context, that of equality and diversity extending to inclusion. Although language could be a barrier, language diversity is an asset. It’s a part of what makes individuals unique and enriches society. Diversity, in all its forms, is quality. When we embrace language diversity as a valuable aspect of a person’s identity, we take a significant step toward fostering inclusion.
“Discriminating against a child for their language is just as unjustifiable as making him/her feel ashamed for the colour of his/her skin” (Halliday, 1968). Language is like a second skin. Providing equal rights is essential because it leads to inclusion. Language plays a crucial role in this process. Inclusion means making everyone feel valued and accepted regardless of how they speak. However, discussions around language diversity often lag behind those on gender equality or special needs, even in countries like the UK. While progress is being made, such as incorporating interpreter services into healthcare and emergency services, barriers still exist.
The first step toward improvement is raising awareness. People need to understand that language discrimination isn’t just hurtful – it has lasting effects. Judging someone for their accent, dialect, or fluency excludes them from the mainstream and can lead to feelings of inadequacy or isolation.
Q: What steps can be taken to raise awareness and educate professionals (teachers/therapists/speech & language therapists) on this issue?
A: Awareness begins with empathy and self-reflection. Professionals need to experience or understand how it feels to be judged or excluded based on language. This emotional connection is critical for fostering change.
Incorporating language discrimination as a theme within broader diversity and inclusion training is a good starting point. Implicit teaching, where participants learn through storytelling and emotional engagement, can be especially effective. For example, children’s books, short documentaries, and real-life narratives can help professionals connect with the issue on a personal level.
Hosting public events that focus on language diversity is another way to shift perceptions. These initiatives can influence public opinion and highlight the importance of embracing linguistic differences as part of inclusion efforts.
By framing language diversity as a strength rather than a limitation, we can begin to break down the unconscious biases that contribute to judgment and exclusion.
Q: How do current systems support language inclusion, and what more can be done?
A: Progress is happening but slowly. In the UK, for example, health services now ask if patients need interpreters, and mental health services offer telephone interpretation. These are good steps in the right direction, but they only scratch the surface.
To build on this, we need comprehensive policies that ensure language diversity is recognized and supported in all facets of society. From education systems that celebrate multilingualism to workplaces that value linguistic skills, the message must be clear: diversity strengthens communities.
Ultimately, language diversity and inclusion are about valuing people for who they are. When professionals understand the power of their words and judgments, they can create environments where everyone feels seen, heard, and respected.
Q: Let’s consider a bilingual child who can only share their problems in their first language and refuses therapy in a second language at school. Would it be worthwhile to involve a therapist fluent in their first language? Are there collaborations among countries to support such cases in schools?
A: The golden rule in such cases is simple: assess the child’s needs. It’s crucial to ask how the child feels about the language they’re using and whether they are comfortable expressing themselves in it. The purpose of the therapy is to offer a comfortable place where the child feels free to speak. Comfort and emotional safety play significant roles in a child’s willingness to engage in therapy.
Working with interpreters is a viable option, and it’s increasingly practiced. However, these settings require additional training due to the complex power dynamics involved. Additional training is recommended for therapists who work with interpreters, to reflect on how to set up the frame, cooperation, clarity on roles and who holds clinical responsibility, how to manage anxiety-provoking topics, and self-care. For example, the child may feel that the interpreter, as an outsider, adds another layer of vulnerability to the process. The therapist’s role becomes pivotal in navigating these dynamics.
Therapists need to be supported by established guidelines in making these decisions, ensuring the process prioritizes the child’s well-being and progress. That said, language diversity encompasses a challenge for inclusion, if we think of how many languages and dialects are spoken in the world.
Q: How can the effectiveness of therapy with interpreters be improved?
A: The key is preparation and specialized training. Various platforms offer valuable resources and training for therapists and interpreters. Workshops focused on this area emphasize the importance of creating an effective therapeutic environment, even when an interpreter is present. By equipping therapists with the right tools and techniques, we can ensure the child’s needs remain the focal point of every session. These programs provide insights into building rapport, maintaining clear communication, and addressing power imbalances that may arise in interpreted sessions.
Another important source for sharing experience and awareness about multilingualism and therapy is The Pasalo Project, where professionals can find support and ideas to face the various issues that can raise during multilingual therapies
Q: Are there international collaborations in place to support bilingual children in schools?
A: Not that I am aware of. Efforts are underway in various regions to better integrate linguistic support into schools, ensuring bilingual children have access to resources that meet their unique needs. These initiatives include creating training programs for educators, improving interpreter availability.
Referring specifically to the European countries, ultimately raising awareness among schools, therapists, and policymakers about the importance of language in therapy and education is the first step toward meaningful change. By working together, we can create an inclusive environment where every child feels heard, understood, and supported.
Q: Communication breakdowns often arise in multilingual family contexts. Vaquero and Williams (2019) highlight how language dominance differences between caregivers and children, such as in Spanish versus English, can lead to miscommunication. What solutions work best in these situations? Should families and schools use a mediator, or is it better to have separate conversations with each party?
A: In multilingual families, the mother tongue holds significant emotional weight – often referred to as “the language of the heart.” It’s essential for children to maintain exposure to their mother tongue, even while learning another language like English in a predominantly English-speaking context, such as the UK. However, this process can be both stressful and distressing, and it’s important not to rush or force a child to speak a language they may not yet feel comfortable with. Language learning is a gradual and complex journey that requires patience and understanding.
Communication breakdowns happen and can be valuable moments where the relationship can be co-constructed. In multilingual contexts, compassion, patience, and a willingness to adapt strategies based on individual needs is very important. It’s vital for caregivers, educators, and therapists to empathize with the child’s experience, recognizing the emotional and cognitive challenges of balancing multiple languages. Whether through language mediators, collaborative efforts with professionals, or careful conversations, the focus is always on creating an inclusive and understanding environment for all parties involved.
A language mediator can bridge communication gaps between caregivers and children, ensuring that each party feels heard and understood. This is particularly useful when the child and parent have differing levels of language proficiency.
Whenever possible, it’s beneficial for families to have joint conversations mediated by a neutral party. This encourages open dialogue, where both children and parents can express their thoughts in a safe environment. Professionals such as speech therapists, counsellors, and teachers can offer invaluable support in addressing children’s needs in relation to language. Teachers, for example, can signpost families to specific resources or services, and liaise with other professionals ensuring a holistic approach to communication challenges. Counsellors can work on children’s intrapersonal or extrapersonal language dynamics, fostering acceptance.
Ultimately, the preferred approach depends on the specific family dynamics and the child’s comfort level.
Q: Bilingual children in schools often feel like they are under a spotlight due to their difficulties with the local language. This can lead to either underdiagnosis or overdiagnosis of linguistic or learning challenges. What is the ideal attitude for school teachers toward bilingual families to address this issue effectively?
A: When it comes to bilingual children, the most important thing for everyone is to approach their situation with curiosity and empathy, rather than making assumptions or rushing to conclusions. From a relational perspective, the core question is: “What do you and your child need to feel supported?”
It’s essential to recognize that having difficulties with a language might be a natural part of language acquisition, especially for bilingual children who are navigating two languages simultaneously. The context provides information and shows the whole picture.
Building a collaborative relationship with the family is key. Open communication with parents can help professionals gain insight into the child’s background, strengths, and areas where they may need additional help. Observing the child in various contexts – both social and academic – can provide valuable information about their needs. Collaborative assessments with family and professionals around the child, foster a two-way dialogue where the child’s experiences and challenges are understood from multiple perspectives.
Adopting an empathetic and proactive attitude can make a significant difference for bilingual children. By focusing on support, professionals can create a safe and encouraging space where children feel empowered to thrive in multiple languages.
Q: Would it be useful to provide special training for teachers about the dynamics of bilingualism and multilingualism? If so, what key elements should be included in such training?
A: Absolutely! Training teachers to understand and navigate bilingual and multilingual dynamics is essential in diverse classrooms. Such training not only helps educators support their students better but also fosters a sense of inclusion and appreciation for linguistic diversity.
The foundation of impactful teacher training lies in making it engaging and self-reflective. Begin by connecting emotionally. Share real-life stories of bilingual children and their families to highlight the challenges and joy of learning and living with multiple languages. Use role-playing activities to let teachers experience what it’s like to communicate in a less-dominant language. These exercises encourage empathy and self-reflection, sparking an internal dialogue about their own perceptions and biases. Space for teachers to share their thoughts, feelings, and experiences regarding multilingualism are important.
Training including a self-reflection part might place yourself into the other’s shoes. For instance, language sometimes might trigger a sense of inadequacy and shame especially if it has been imposed. A good question to self reflect on how a person who speaks a different language feels could be: “How do you feel when you speak a certain language? ”.
A heartfelt thanks to Laura Serrani for her insights and practical advice. Her work continues to inspire progress in multilingual education and therapy.
As a takeaway lesson, let’s remember that every language spoken is a story worth hearing. We learn languages to connect with each other, to communicate, that is to share our needs, feelings and thoughts with others. Helping people communicate and empathise leads to inclusiveness of every diversity. Languages can be bridges for connecting our diversities instead of barriers that prevent communication. By fostering awareness and equipping educators and therapists with the right tools, we can create environments where diversity thrives.
Halliday, M. A. K. (1968). The users and uses of language. In J. Fishman (Ed.), Readings in the sociology of language (pp. 512–530). The Hague.
Serrani, L. (2022). A journey through languages: A systematic literature review on the multilingual experience in counselling and psychotherapy with children and adolescents. Counselling and Psychotherapy Research, 00,1–14. https://doi.org/10.1002/capr.12593
Vaquero, J., & Williams, M. E. (2019). Experiences of Spanish–English bilingual early childhood psychotherapists providing services to bilingual caregiver–child dyads: An exploratory qualitative study. Journal of Latinx Psychology, 7(3), 195–211. https://doi.org/10.1037/lat0000115