How speech therapy can help expat children overcome language barriers

Luxembourg is one of the few countries where speaking at least four languages is commonplace. This multilingualism arises from the country's small size, its large expatriate and immigrant population and its economic interactions with neighbouring countries.

Fluency in multiple languages is almost expected when it comes to everyday life. Despite multilingualism’s normalcy in Luxembourg, it’s no secret that many people still struggle to achieve proficiency in many languages.

In Luxembourg, children learn several languages at a very young age. This early exposure to multiple languages offers numerous benefits throughout a child's life. From enhanced cognitive flexibility to greater adaptability in both professional and personal settings, multilingualism provides significant advantages. For Luxembourg's citizens, proficiency in several languages opens many doors and creates opportunities on a global scale.

The downside is that the strong emphasis on learning multiple languages can create challenges for individuals who have difficulty acquiring even a single language at a young age. According to OECD Reviews, a staggering 60% of upper secondary students in Luxembourg do not complete their education within the expected 7 years, which may be linked to the complexities of navigating a multilingual environment.

Laura, who goes by a pseudonym to protect her clients, is a speech therapist specialising in children aged 0-8 in southern and central Luxembourg, a crucial time period where speech issues often present themselves. She highlights the challenges faced by expatriate and immigrant families in navigating the country’s multilingual school system. In an interview, she notes that over the past four years, nearly all of her clients have come from these backgrounds, with only two exceptions – demonstrating the disparity faced by non-Luxembourgish people in the country. Given that expatriates and immigrants now constitute 58.2% of the population (Research Luxembourg), these issues must be addressed.

Language challenges

Laura describes how the severe shortage of spots in crèches forces parents to accept available places regardless of the language of instruction. This is where many of the language challenges begin. Crèches may operate in only one language between French, German, Luxembourgish, or English which often differ from the languages spoken at home. When children transition from crèche to précoce – typically provided mainly in Luxembourgish – they frequently encounter a new language of instruction, causing difficulties.

Laura points out that children of foreign descent can become confused and struggle to communicate with teachers and peers due to this abrupt switch. It may lead to significant issues within family dynamics, as parents could struggle to understand their child's communication. This language gap can result in social isolation for the child, who may find it difficult to develop proficiency in any of their languages. The trauma from such isolation – both at home and at school – can create further barriers to learning languages in the future. Laura advocates for local crèches to conduct their programs in Luxembourgish, aiming to eliminate this third language barrier and ease the transition to précoce for these children.

Laura emphasises that a strong foundation in the mother tongue is essential, as it provides the basis upon which other languages are learned. However, the pressure to assimilate linguistically often leads children to neglect their native language, resulting in cultural identity crises and strained family communications. While many parents wish to learn these languages themselves to better assist their children with schoolwork and language development, mastering multiple languages, especially in a busy lifestyle, is challenging.

Consequently, some children may develop their own makeshift language, lacking a solid foundation or meaning. This can be highly confusing, particularly as they advance in their cognitive development of any communication. Laura succinctly captures the issue: "One cannot build a house on sand."

Another challenge faced by the expat community is the ability to stay in a country long enough to get support they need. Receiving linguistic help is not necessarily possible in an expat family that is constantly moving country to country, medical system to medical system.

Neurodivergence and inclusivity 

Neurodivergence in children, encompassing conditions such as Autism Spectrum Disorder (ASD), Attention Deficit and Hyperactivity Disorder (ADHD), and dyslexia, significantly impacts language skills, though the effects vary widely. Children with ASD may experience delayed speech development, challenges in understanding language, and difficulties with social communication cues. Those with ADHD often struggle with maintaining focus, organising thoughts, and impulsivity, which can disrupt conversation flow.

Neurodivergence exists on a spectrum, and common diagnoses within this spectrum can often be misdiagnosed. 
Misdiagnoses or incomplete diagnoses can significantly affect the support children receive for language acquisition. Laura highlights that in Luxembourg, the high demand for diagnoses leads to expedited processes aimed at reducing long waiting periods and accelerating support for children. However, this rushed approach can inadvertently result in inadequate or incorrect support.

There is no 'typical' way to have ASD, ADHD, or to be neurodivergent in general. Stereotypes, especially about expectations of behaviour, are problematic for many reasons. Laura believes they need to be thrown “overboard”  because stereotypes can prevent those who need a diagnosis from receiving one. Recognizing and accepting diverse expressions of neurodivergence helps destigmatize these conditions, allowing children to receive the support they need without being constrained by stereotypes.

Trauma often underlies existing language impairments, complicating the treatment process. For some children, the trauma may stem from experiences of war, neglectful parenting, the isolating impacts of COVID-19 or other challenging circumstances. Therefore, a holistic approach to speech therapy is necessary, which is time-consuming. The path to improvement is rarely straightforward and demands a great deal of open-mindedness and flexibility.
 
Contrary to popular belief, studies do not support the idea that learning multiple languages at a young age causes dyslexia, a form of neurodivergence that is primarily genetic. However, dyslexia can significantly impact a child's ability to learn new languages, complicating their educational journey, particularly in a multilingual environment like Luxembourg. 
 
Laura also noted an intriguing phenomenon: many of the autistic children she works with often learn English rapidly, despite having struggled with other languages for an extended period. This observation highlights a potential area for further research into the interplay between the language acquisition of specific languages and neurodivergence.

General advice

Laura suggests that supporting neurodivergent children involves focusing on their strengths rather than their weaknesses. For example, an ADHD child who struggles to sit still may find calm and focus through activities like drawing, turning a challenging behaviour into an opportunity for engagement and learning.

“It’s important to remember that it’s not the child’s fault,” Laura says. “Shouting at a child with ADHD to sit still is counterproductive, as the child may genuinely struggle with this and not know how to meet the expectation.”

Laura advises teachers and parents to identify and cultivate the child’s strengths. “Find something they’re good at and nurture it”, she says.

Positive reinforcement and gentle parenting are far more effective according to Laura, especially when learning languages. Patience and understanding are essential.

Early intervention is crucial for children struggling with language development. Limiting excessive screen time is important because language skills thrive through personal interactions. Relying on devices like iPads, phones, and tablets as a means to occupy children is, according to Laura, not advisable, especially for those with language learning difficulties. Instead, engaging in shared activities – such as watching TV together rather than alone – can provide the attention and interaction children need to develop effectively.

Getting your child speech therapy

Speech therapy can provide help with both non-verbal and verbal communication, isolation, and speech difficulties – regardless of how many languages a child speaks.

In Luxembourg, the availability of speech therapy varies significantly, with wait times ranging from 6-7 months in the city to 10-12 months in the south. Laura advises parents to enrol their children as soon as possible to ensure they receive the necessary care, as early prevention is key.

Laura also emphasises the importance of communication between speech therapists and school teachers. Keeping teachers informed about their child’s progress and seeking their support can be very helpful. Therefore, she advises parents to ask for help from teachers if needed.

Additionally, parental involvement in therapy sessions is recommended. This engagement helps parents better understand their child’s challenges and learn effective strategies to support their development, while giving the child a comfortable setting to learn and grow.