Parents' Guide · Bilingualism
Is It Really Possible to Raise a Bilingual Kid?
One of the biggest dreams for many parents is for their kids to speak English like a native speaker from an early age. But is raising a bilingual kid in a non-English speaking country—where English isn't spoken on the streets or at the grocery store—really possible, or is it just a pipe dream? We spoke with Instructor Dr. Sezen Korkmaz from the Middle East Technical University (METU) School of Foreign Languages about managing expectations and creating a sustainable language learning environment at home.
Key Takeaway of the Interview
“Whether it’s possible to raise a bilingual kid actually depends on what parents expect from a 'bilingual' kid. Is the goal a perfect academic proficiency, or a natural communication skill?”
Q: Let’s start with the most basic question. Is it really possible to raise a bilingual kid in a country where English is not spoken in daily life?
Dr. Korkmaz: It is possible, but the answer to this question depends on us more than we think. Because the real determining factor is what we mean by "bilingual" and what we actually expect from the kid. Asking "is it possible or not?" without clarifying our expectations makes finding the answer difficult right from the start.
There is no single definition of bilingualism in academic literature; there are many different models. Therefore, the specific model we are referring to when we say "a bilingual kid" completely changes the ultimate goal.
Q: So, what do most of us imagine when we say “bilingual”, and does reality match this expectation?
Dr. Korkmaz: When we hear bilingual, we generally think of speaking both languages at a native level, with a flawless accent, and with exactly equal competence. In the literature, a situation close to this is called "simultaneous bilingualism." But frankly speaking, if your native language is not English and the dominant language of the society you live in is your mother tongue, expecting a perfectly equal mastery of both languages might not be a very realistic goal.
There is a very concrete reason for this: Unless your kid goes to a school where the medium of instruction is entirely English, they will largely communicate in their native language with their friends, teachers, and surroundings throughout the day. In this scenario, expecting the kid to be at exactly the same level in both languages would be unfair to both you and your kid. But let me quickly add: this absolutely does not mean that the kid cannot acquire a second language very successfully.
Q: Since “100% perfection in both languages” is a challenging goal, where should we set our sights?
Dr. Korkmaz: We should shift the goal from perfection to functionality. So, the question to ask shouldn't be "Is my kid flawless?" but rather "Can my kid use this language in real life?" This is a much more realistic, and honestly, a much more motivating goal.
The realistic goal boils down to these three things: the kid understanding the second language without difficulty; naturally using English in daily communication; and over time, transforming into an individual who not only understands but actively produces the language—meaning, speaking and writing it. When these three are achieved, the kid has become bilingual in the truest sense.
Q: How can we build such a language environment in a home where English is a foreign language?
Dr. Korkmaz: Even if you live in an environment where English isn't spoken on the streets, you can still establish a meaningful "language ecosystem" inside your home. The key here is this: the kid should experience English not as a "lesson," but as a "part of life." Language shouldn't be a subject stuck inside a textbook; it should be something that naturally seeps into games, songs, and daily routines.
The Formula for Success in Language Acquisition
Meaningful Exposure: Making English a natural part of games and daily routines, rather than just a lesson.
Regular Interaction: Bringing the language to the kid every single day in a sustainable way.
Positive Motivation: Ensuring the kid feels safe and confident, not pressured, when using the language.
When these three come together, the kid acquires the language by living it, not by being forced into it. And let's not forget, consistency is always more valuable than intensity.
Q: What would be your final words to parents who are anxious about this process?
Dr. Korkmaz: I would say this: our main concern shouldn't be aiming for "perfect bilingualism" and living with that constant stress; it should be creating a sustainable, enjoyable, and natural language environment. The pressure for perfection often dampens the enthusiasm of both the kid and the parents.
“It’s not about having two flawless native languages; it’s about a sustainable, enjoyable, and natural language environment.”
Any kid who gets regular, high-quality, and meaningful exposure to English can successfully incorporate a second language into their life, regardless of the language spoken in the country they live in. As long as they experience that language as a doorway, not a burden.
About the Guest
Instructor Dr. Sezen Korkmaz is a faculty member at the Department of Basic English, School of Foreign Languages at Middle East Technical University (METU).
Her academic studies focus on English education, foreign language teaching, online and blended learning, the flipped classroom approach, self-regulation skills, and language learning anxiety.