ABSTRACT

Children have the capacity to learn multiple languages effortlessly and without instruction, and are able to navigate both languages according to specific social and interpersonal cues (National Academies of Sciences, Engineering, and Medicine, 2017). However, questions remain about home language policy, and how it may relate to successful acquisition of two or more languages; and in educational research, new work has reopened classic questions about the utility of codeswitching for teaching and learning (Faltis, Chapter 2, this volume). In the present chapter, we empirically evaluate how home language policies pertaining to codeswitching affect successful multilingual acquisition, and discuss possible implications of our findings for children’s language acquisition experiences at home and school.