Bilingual children are often asked to do something remarkable: learn new sounds, new words, and new rules—sometimes in two languages at once. In school settings, this can raise an important question for educators and families: is a child making a true articulation error, or showing a typical bilingual speech difference?
Articulation “errors” vs. bilingual differences
An articulation error usually means a child has difficulty producing a sound that is expected for their age in their language. A bilingual difference, however, may reflect how sounds and patterns transfer from one language to another. This matters because bilingual children can appear to “mispronounce” sounds in English simply because those sounds don’t exist in their home language—or because the rules for using them are different.
Common bilingual articulation patterns you might hear
Sound substitutions based on the home language: If a sound isn’t used in a child’s first language, they may replace it with the closest match. For example, “th” in English may be produced as “t” or “d” (e.g., “think” becomes “tink”).
Final consonant changes: Some languages use fewer consonants at the ends of words, so a child may drop or soften final sounds in English (e.g., “cat” becomes “ca”).
Cluster reductions: Consonant blends like “sp,” “str,” or “bl” can be tricky across languages. A child might simplify “street” to “sreet” or “teet.”
Vowel differences: Vowel systems vary widely. A child may use a vowel from their home language that sounds “off” in English, even when their speech is developing typically.
When should schools consider speech therapy?
A key principle in special education is that we don’t want to label language difference as disability. Speech-language pathologists (SLPs) look for patterns that occur in both languages, impact intelligibility, and persist beyond expected developmental timelines. They also consider whether the child can produce the sound correctly in some contexts and whether the pattern is typical for bilingual learners with similar language exposure.
How therapy can support bilingual students
Effective therapy is culturally responsive and based on careful assessment. In school-based services, SLPs may:
Compare speech patterns across both languages (when possible)
Target sounds that improve overall intelligibility and classroom participation
Teach placement cues and practice in meaningful academic vocabulary
Collaborate with educators and families to support carryover
At TinyEYE, online therapy can make it easier for schools to provide consistent support, track progress, and connect with students in engaging, structured sessions—while keeping the focus on what’s developmentally appropriate for bilingual learners.
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