Engaging in language therapy to enhance the proficiency of simultaneous bilingualism: A case study of a multilingual child
Abstract
Bilingualism and multilingualism are no longer exceptional occurrences on today’s globe; instead, they have become the prevailing standards in cultures worldwide. Individuals can become bilingual by either simultaneous acquisition of two languages from childhood or sequential acquisition over time as bilinguals. The primary objective of this study is to determine the role of language therapists in assisting parents and teachers in optimizing the dual-language proficiency of young children. This case study was conducted to investigate this matter, and it was determined that a balanced utilization of both languages, coupled with guidance from language professionals to parents and teachers, dramatically enhances a child’s performance. In addition, parents consistently strive for their child to become multilingual, as they perceive it as a beneficial factor for their child’s future. The data was gathered through a semi-structured interview session with parents and real-life scenario observations. This case study illustrates the advantages and disadvantages of being bilingual or multilingual. The study findings will assist parents and early childhood educators in dealing with children coping with different language encounters at home and school.
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