This is one of the most frequent questions in bilingual families:
"My child is dyslexic. Is learning two languages likely to aggravate their difficulties?"
The short answer is no.
The full answer is a little more nuanced, but research today is quite reassuring: bilingualism is not considered a cause of dyslexia, nor a factor that aggravates the disorder.
A still very common myth
For a long time, some families were advised to "choose only one language" so as not to "overload" the child.
This recommendation was well-intentioned, but it was based on an idea that is now largely called into question: that the brain has a limited capacity for learning several languages when a learning disorder is present.
Current research does not support this hypothesis.
Dyslexia is a neurodevelopmental disorder that mainly affects the acquisition of reading and the processing of language sounds (phonological processing). It is not caused by exposure to multiple languages.
What research shows
Available studies converge on several points.
- Bilingualism does not cause dyslexia.
- Bilingual dyslexic children show reading difficulties comparable to those of monolingual dyslexic children, once their level of exposure to each language and their academic level are taken into account.
- Growing up with two languages does not seem to aggravate the difficulties associated with dyslexia.
- Difficulties can appear in both languages, but their intensity varies according to the characteristics of each language, the level of exposure, and the teaching received.
In other words, a dyslexic child will likely need support in each of their languages, but it is not bilingualism that creates the difficulty.
Not all languages present the same challenges
Languages do not require the same effort to learn to read.
Some, such as Spanish, Italian, or Turkish, have a so-called more transparent orthography: the correspondences between letters and sounds are generally regular.
Conversely, languages such as French or especially English have more irregularities.
Thus, a dyslexic child may sometimes find it easier to learn to decode a language with a transparent orthography. This does not mean that this language "cures" dyslexia, but simply that certain linguistic characteristics can make learning to read more accessible.
What really matters: the way of learning
The determining factor is not the number of languages, but how they are transmitted.
A dyslexic child generally benefits from:
- regular and repeated exposure to the language;
- multisensory activities (images, gestures, manipulation, listening, games);
- progressive instruction, adapted to their pace;
- low pressure on reading and writing during the first stages of learning;
- rich and frequent oral interactions.
Games, songs, stories told, illustrated cards, and daily routines are often excellent tools, because they allow language to be enriched without basing learning solely on writing. Bilingual games like MEMORA are particularly suitable: they rely on image, visual memory, and oral interaction in the family — without screens, without pressure, and with fun.
The role of parents
If your child is being followed by a speech therapist or another specialized professional, do not hesitate to talk about your bilingual project.
Today, many professionals recommend maintaining both languages when it is important for the child's family or cultural life, while adapting goals and materials to their needs.
Giving up a family language does not generally improve dyslexia, but it can have consequences for communication with the family, the sense of belonging, or cultural transmission.
In conclusion
Being dyslexic does not prevent someone from becoming bilingual.
The journey may require more time, more repetition, and adapted support, but current scientific knowledge does not justify giving up a family language solely because of dyslexia.
The goal is not to go faster.
The goal is to allow the child to grow up with all the languages that are part of their history.
Sources
- IDA — Bilingualism does not cause dyslexia; no evidence that giving up a language improves reading.
- ASHA — Children with language disorders can learn multiple languages; adapt interventions rather than limiting languages.
- Cummins, J. — Bilingualism and the interdependence of languages.
- Kovelman, Baker & Petitto (2008) — Brain development in bilingual children.
- Geva & Siegel (2000), Geva (2006) — Reading and dyslexia in bilingual children.
- Goswami, U. & Snowling, M. — Phonological bases of dyslexia.
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