Preparing For The New School Year
Dr. Karin Martin & Dr. Karen Rose
Part 1/2. Ideas for supporting languages
Setting Expectations
Learning a language takes time
No unfair comparisons. Let’s not compare our bilingual children with monolingual peers. It is not fair on our monolingual children 😉 because even if bilinguals are not yet as strong in the school language, they already know more (Hoff, 2023).
Avoid comparing bilingual children to each other. Bilingualism is heterogeneous by nature. Language is shaped by internal factors (chronological age, cognitive skills) and external factors (age of onset of bilingual exposure, amount of input, socioeconomic status) (Armon-Lotem et al., 2015).
Exposure counts. When children spend about 40-60% of their time hearing and using a language, they can reach naming scores similar to monolingual peers (Thordardottir, 2011).
Time matters too. After about a year in preschool, many bilingual children are happily chatting away in the school language. Yet, if they were tested, they would still score lower than monolingual children (Hoff et al., 2014).
So, let’s keep in mind that language learning takes years, not months. That said, there are things we can do as parents to make the transition a little easier.
Two common transitions children face
Starting preschool or school in the societal language for the first time. This is not always easy, and we have seen many tears (often from the parents). We truly understand what you are going through.
Returning to school after a summer of fun in the heritage or other language. This can take a little adjusting, but so far, we have not experienced tears!
Tips for Your Toolbox
Use music. Songs are more than just fun as they give children many opportunities to hear the same words and phrases, helping them to learn. Many children’s songs also include actions and gestures, which make words less abstract. For older children, music can also be a way to learn words and expressions that their friends are using.
Teach key phrases. Give your child simple expressions so they can advocate for their needs and join in with others.
Younger children: “Where is the toilet?”, “Stop!”, “I am hungry”, “I feel sick”, “Sit down”, “Story time”.
Older children: “Can I join in?”, “I don’t understand”, “Can you help me please?”, “What page are we on?”.
Familiar stories and media. Explore popular books, movies, or shows in the school language. This helps your child connect with well-known characters and pick up expressions their peers are using. Popular stories are often read in childcare or school, so recognising them in the new language will make your child feel included and more confident.
Visual support. Encourage your child to use gestures and facial expressions to communicate. Cultures differ in their use of nonverbal communication, so it is best to check what is considered appropriate.
Photos. Pop a few in their bag so they can share what they did over the summer even if they cannot explain it yet.
Playdates. Try to set up a playdate with a classmate or two in the first week or so. This can help your child make a friend and be exposed to the language in a relaxed atmosphere. Alternatively, invite an older child or teenager over to introduce the school language through play.
Buddy system. Ask the teacher to pair your child with a supportive peer. This could be another bilingual child who understands what they are going through.
Build your team. Share strategies with educators. Younger children may benefit from a visual timetable of the daily routine, the use of gestures (e.g. point to a chair when the children are asked to sit), and puppets during story time to bring the words to life. Keeping language simple and repetitive will also help the child access the new language. Older children may need extra support with subject words (e.g. science and math terms). If possible, the teacher could share a list of vocabulary for the child to learn in advance.
Responding to advice. Well-meaning educators may suggest you switch to speaking the school language at home. Current advice suggests…
Your home language supports societal language development; children will not be “confused.” Both languages are vital tools for your child.
It is important to provide a rich language environment. This means speaking in the language we are most comfortable using.
“Watch your language, mom! A guide to multilingualism” could be a useful tool to have on hand. 😉 (It’s available both in Italian and English!)
Part 2/2. Ideas to support your children beyond language
Setting expectations
Adapting to a new educational environment
We often focus solely on language when children attend kindergarten or school abroad, but one of the biggest adjustments for families on the move is understanding the school context in terms of cultural differences. It’s important to learn what the school expects from both parents and children.
For example, in some cultures, teachers see parents as active partners who should check homework daily, volunteer in the classroom, or attend regular meetings. In others, children are encouraged to be independent, and teachers prefer minimal parental involvement. Communication styles also vary: some cultures rely on formal, scheduled meetings, while others welcome casual conversations at drop-off. Recognizing these expectations early on helps families avoid misunderstandings and build a strong, positive partnership with the school.
Aspects to consider
Many of the biggest adjustments lie in cultural and social differences that shape everyday routines, relationships, and even the values behind education. Here are some aspects worth reflecting on as you prepare for the school year abroad.
Daily Routines
These are the most visible parts of school life, the things children (and parents) notice immediately in their day-to-day experience.
School code or cultural code for clothes. Uniforms might be mandatory in one country, while in another, children are free to wear what they like, but still face unspoken rules about brands or styles. For instance, in the UK, uniforms are common, while in Italy clothing trends among peers play a big role.
Lunchtime and food culture. In some countries, children eat hot meals served by the school, while in others they bring a packed lunch. Japan often has shared mealtime rituals where children serve each other, whereas in Spain the midday break is long and includes a hot canteen meal. Differences in terms of children's health are also common. Years ago an Italian family in Austria discussed the importance of children not eating too much fat and complaining about the (in their words) “huge” amount of sausages served to children at kindergarten. 😅
Celebrations and traditions. Each country has its own celebrations and traditions, and schools often celebrate national holidays, birthdays, or religious events differently. Understanding these customs helps children feel included.
Relationships & Interaction
These elements define how families and children connect with teachers and peers in the school community.
Communication with teachers. Some schools encourage open-door conversations at drop-off or pickup, while others expect parents to schedule formal meetings. In Italy, parents may have set “ricevimento genitori” times (parent teacher meeting) to meet teachers, while in the Netherlands it’s more common to have a quick informal chat. How children name their teachers can also vary from ‘sir’ and ‘ma’am’ to first names.
Socialization norms. How children make friends and spend time together can differ greatly. In Germany, structured after-school clubs are popular, while in the U.S. playdates arranged by parents are more common. In some cultures, friendships grow mainly during school hours without much outside contact. Sports clubs are very popular in some countries and not important in others.
Homework and study habits. The amount of homework varies widely, not only depending on school type but also on country: French students might spend hours on assignments even in primary school, while Finnish students usually have little homework and more free time. Parents may be expected to supervise closely or leave children to work independently.
Values & Philosophy
Beyond routines and relationships, schools are shaped by deeper cultural values and educational philosophies.
Classroom rules and discipline. Discipline can be strict, with clear hierarchies between teacher and student, or relaxed, with more freedom for children to move and speak. For example, in the U.K. children often line up before entering class, while in New Zealand, the atmosphere can be more informal. In some countries children are expected to stand up when teachers enter the classroom, in some others a simple greeting is enough.
Values around independence and responsibility. In some schools, children are expected to take care of their belongings and walk to school alone at a young age, while in others adults supervise much longer. Japanese first graders may commute by train together, while in many Spanish towns, children are driven to school until much older. Of course this is both connected to cultural norms, issues of safety and family individuality.
Differences in educational philosophy. Some schools emphasize creativity and play-based learning, while others focus on discipline and academic achievement from an early age. For example, Scandinavian schools may highlight outdoor learning and cooperation, whereas Asian systems often focus on exams and competition.
Tips for your tool box
Reflecting on these differences can make transitions smoother for your child. Here are five practical tips to keep in your toolbox:
Visit the school together. If possible, arrange a tour before the first day so your child can see classrooms, playgrounds, and lunch areas. Familiarity reduces stress.
Observe and ask. Notice how other children dress, eat, or interact. Don’t be afraid to ask teachers or other parents about routines or expectations.
Keep routines at home steady. While school life may bring surprises, consistent morning and evening routines at home provide stability.
Talk openly about differences. Normalize cultural differences by framing them as “new ways of doing things” rather than “better” or “worse.”
Stay connected with teachers. Early communication builds trust. A quick message or scheduled meeting shows you want to support your child’s integration.
Starting school in a new country brings many surprises beyond language. We’d love to hear your experience so we can better support families around the world.
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In collaboration with our Guest Expert
Dr. Karen Rose, Ph.D.
Dr. Karen Rose, is a seasoned speech and language therapist with over two decades of experience in the UK and Israel. Her clinical and research work focuses on supporting bilingual children, including those with language challenges.
Currently, Karen works as an independent speech and language therapist, and she is conducting postdoctoral research at University College London (UCL), exploring bilingualism, autism, and narratives. Karen also shares her insights through workshops and lectures for families, students and professionals.
Her expertise has been invaluable in shaping this guide, ensuring that the strategies we present are both practical and grounded in current research.
References
Armon-Lotem, S., de Jong, J., & Meir, N. (Eds.). (2015). Assessing multilingual children: Disentangling bilingualism from language impairment (Vol. 13). Multilingual matters.
Bećirović, S., & Bešlija, D. (2021). Classroom as a microcosm: Teaching culturally diverse students. arXiv. https://doi.org/10.48550/arXiv.2101.03920
Hoff, E. (2023). Language development (7th ed.). Cengage Learning.
Hoff, E., Core, C., Place, S., Rumiche, R., Señor, M., & Parra, M. (2014). Dual language exposure and early bilingual development. Journal of Child Language, 41(5), 1–27. https://doi.org/10.1017/S0305000912000470
Martin K. (2023). Watch your language, mom! A guide to multilingualism. Author. https://a.co/d/ce84wof
Nováková, D., & Němejc, K. (2025). Beyond borders: Educating third-culture children in a globalised world. Education 3–13. Advance online publication. https://doi.org/10.1080/03004279.2025.2483965
Thordardottir, E. (2011). The relationship between bilingual exposure and vocabulary development. International Journal of Bilingualism, 15(4), 426–445. https://doi.org/10.1177/1367006911403202