Reconstructing Multilingual Development Research: Shifting from a Monolingual Bias and Toward a Developmental Systems Framework

Multilingual research offers a unique window into the diverse developmental trajectories of language and cognition; yet this research has largely been built on a monolingual framework. Here, we first describe how a monolingual bias has limited theory construction and research on the multilingual experience. We then apply a developmental systems framework to understand the multilingual experience, shifting the field away from a monolingual bias toward centering the lived language experiences of multilingual children. At the center of our framework are the moment-to-moment, multimodal, and dynamic interactions between children, their social partners, and environment. Contributing to interaction dynamics are child and social partner characteristics (cognition, motivation, and experiences), as well as contextual factors (activities, places, and policies) that can shape multilingual exposure. Cultural practices, values, and beliefs, as well as developmental time at the micro level (seconds, hours, days) and the macro level (weeks, months, and years), permeate all levels of the framework. Our proposal reveals important avenues of future research, including (1) understanding the dynamic coordination of multimodal behaviors and languages within interactions, (2) how experiences specific to minoritized communities (e.g., language discrimination) shape interaction dynamics, (3) how the temporal patterns of language experience at the micro level contribute to long-term multilingual exposure, and (4) understanding experiences of different multilingual communities within and across communities. Use of this framework can advance knowledge of the contexts enriching multilingual experiences and reconstruct multilingual development research for the benefit of multilingual learners.