About this plan

Creating a family language plan when everybody speaks the same language at home

When everyone at home speaks the same minority language, you begin from a strong position. Your child hears the language from more than one person, in more than one register, across the whole range of daily life: jokes, instructions, arguments, comfort.

What changes when school starts

When your child starts school, the home language starts competing with six or seven hours a day of another language. This post on keeping the home language alive during the school years looks at what the research says about this transition.

Siblings can accelerate the process of the school language taking over. As explained in this post on the sibling effect, when two or more siblings are in school, they often settle on the school language with each other. While some of these developments are inevitable, it helps to think about them in advance.

This is where this planner comes in. The goal isn’t having a plan stuck on the kitchen fridge; it’s understanding how your family currently divides its language time, how you might want to change this, and what things you can do to support your children’s language motivation and learning.

What the planner asks you

The planner starts with the basics: your child's name, their age, and the language learned at home. Next come goals, asked separately for speaking and for reading and writing. In households that share a language, speaking usually takes care of itself, but literacy does not.

Next, you’re invited to look at your child’s week in language. Slot by slot, you can mark what language is likely used: the home language, another language, or a mix. The planner adds up the hours, shows the share, and tells you when the balance has tipped further than you might have realized. There’s an optional notes column where you can leave any specifics to help you plan language structures. Think of a Friday sports club in the school language, the minority language reading you do before bed, or the weekends with family.

The final part of the planner helps you think about your child’s wider language context: other people they can speak the language with, community events to join, media to use, response styles to practice, and more. You can make the plan as elaborate as you wish, or keep it simple and lean. Along the way, you get research-based suggestions and practical tips to support your child’s language learning. You can print the final plan PDF, and revisit it when things change.

What the planner covers

These are the topics and questions in this planner, with a few examples of the tips it gives. In the planner itself, you get more tips, and only ones that fit your answers.

Starting point

A few details first, so the rest of the plan can speak about your family.

What's your child's name? (optional)
How old is your child?
What's the minority language you want your child to learn? (This is the language to be learned at home, which isn't the main society language)
What's the main language spoken in the wider society/community (the majority language)?

Goals

Knowing a language can mean many things, from using basic sentences to speaking and writing well. A child’s level is often not the same for each language. Setting goals can help you plan when and how to use each language with your child, and see how they’re progressing.

How well would you like your child to speak the language?
What's your goal for your child's reading and writing in the language?

Time planning

For children to become bilingual, they need a meaningful share of their days in each language. How much is enough depends on the goals and your child’s age. About a quarter of the time seems enough until children are about 3 years old, but more is needed as they grow older.

Which other language does your child mostly hear?
How does the language fit into your child's week? For each time slot, select what your child will likely use: the language, another language, or 'mix' if it varies or you're not sure. If you choose 'mix', these hours will be split between the two (the language and another language). You can use the 'Notes' field to add anything you find helpful, like regular family video calls in the language on Sundays.

Example tip · When your home language gets less than 25% of the week

At the moment, the share of the week in your home language looks low. As a rule of thumb, this planner suggests spending at least 25% of the time on each language learned at home, or 20% on each if there are two home languages. (This doesn’t apply to the majority language.)
Maybe there are slots that you could switch to your home language. If there aren’t, don’t worry. You can make the language hours rich for learning. You’ll get help with this later in this planner.

Languages in the home

Which languages do you use at home, and who speaks which language? How do you feel about switching to the majority language, or about your child doing so? Thinking about this early can help you build the language habits you want.

Do you (either one or both of you) also speak the majority language? (Even if just a little, and even if you don't plan to use it with your child.)
As you also speak the majority language, your child might start using this with you. What do you plan to do when your child talks to you in the majority language? The options here are commonly used by parents, going from explicit (strict) to implicit (mild). You can also add your own.

Example tip · For the answer “Pause the conversation to ask them to speak to us in the minority language only”

This is an explicit strategy. Research has shown explicit strategies work best with small children, but that they can backfire with school-aged children, especially if they feel they don't speak the home language(s) well enough.

Example tip · For the answer “Continue the conversation, but responding in the home language, hoping they switch to it”

With this strategy, your child sees that you happily continue a mixed-language conversation, and there's no need for them to use the home language with you. It's comfortable, but makes it more likely that your child becomes a passive bilingual: understanding but not speaking your home language(s). Try to make sure that your child speaks the home language with you as much as possible.
Sometimes your family will be with people who speak the majority language, like neighbors. It's a good idea to decide in advance if you want to switch languages with your child, or not. What will you do when you and your child are with majority language speakers?
Does your child have any older siblings that go to school (or will start going soon) in the majority language?
We know from research that older siblings who go to school often take the school language home, and start speaking this language with their younger sibling. This is why it's important to create moments where your child only uses the minority language, without their sibling inviting them to switch to the school language. How would you like to do this? You can select multiple options, and/or add your own ideas.

Languages outside the home

It can be helpful for your child to meet other people who speak the language. This shows them that the language is used by many people, not just at home. It can also make them feel more connected to the language, while introducing them to different accents.

What language is used at the daycare or school of your child?
Example tip · For the answer “The majority language”
Your child will become very strong in the school language, and learn to read and write in it. If you want the same for the home language, you may need to give it extra attention at home.
- For stronger speaking skills, talk about school topics in the home language, so your child learns the words for what they are learning. You can also read books or watch videos about the same topics, and talk about them afterwards, to invite your child to actively use the words.
- For reading and writing, it can help to wait until your child has learned to read in the school language first. Once they understand how reading works, learning to read in another language may be easier.
- If the school and home language use a similar writing system, like English and Spanish, you may be able to support reading and writing at home. If not, it may take more support, and a heritage language school can be helpful.
Hearing a language from different people helps children get used to a range of accents, words, and ways of speaking. This is why it's a good idea to plan regular meetups with other speakers. What communities in the minority language do you plan to engage with?
Besides yourself, how many minority language speakers does your child talk with regularly (say weekly)?

Example tip · For the answer “One or two people”

This is a good start. If meeting more people is difficult, see if you can plan some calls (video or audio). Screentime can also offer input, but we know from research that interaction (whether face-to-face or in video calls) is better for learning than pre-recorded material is.
What are their names? (Optional - these will show on the plan)

Input and interaction

Research has found that children's language development depends most on parents' practices at home: how much the language is used, and how. You’ve already planned the time for each language. Here, we look at how you plan to use the language to help your child’s learning.

Media can keep a language fun and help learning. Especially shared reading is great for learning new words. It's best to use different types of media, so your child learns across modes, topics, and voices. What media would you like to use with your child in the minority language?
Besides using rich media, there are more things that help learning. Here's a list of practical tips, all drawn from language learning research. Which ones would you like to try? Select as many as you wish, or add your own ideas.

Example tip · For “Read books interactively and often”

Shared reading is great for learning, and the amount of reading matters; more reading means more learning - research

Example tip · For “Put away your phone when talking”

Children learn fewer new words from their parents when phones interrupt their conversations - research
You can also stimulate your child's learning when you're talking together. For instance, there are techniques that prompt children to speak more, or ways to model correct language. Would you like to add an overview of these to your plan? Choosing 'Yes' will add a section with "Talk and learn" tips.

Not sure if OPOL or another strategy might be better for your family?

If you are still weighing up how to organize your languages at home, the family language strategy guide covers the alternative strategies, and helps you find the one that likely fits your situation.

Create a family language plan:Minority Language at Home (ML@H)