Baby sign language works remarkably well for bilingual families, and in many ways, it offers advantages that monolingual households do not experience. Signs function as a universal bridge between languages because the concept represented by a sign remains constant regardless of which spoken language labels it. When a Spanish-speaking grandmother and an English-speaking daycare provider both understand a baby’s sign for “more,” the child experiences communication success across both linguistic environments.
Research by Kathee Christensen demonstrated that American Sign Language can serve as this exact bridge between children learning English and caregivers who speak another language, since the concepts represented by signs are the same concepts represented by oral words in multiple languages. For families navigating two spoken languages at home, signs provide something valuable: a window into what your baby understands in both languages simultaneously. A toddler might hear “leche” from one parent and “milk” from another, but when they sign MILK while looking at their cup, you know the concept has clicked in their mind regardless of which word prompted it. This article explores the research behind sign language in multilingual settings, addresses timing considerations, examines potential challenges specific to bilingual households, and offers practical strategies for implementation.
Table of Contents
- How Does Baby Sign Language Bridge Multiple Languages in Bilingual Homes?
- Developmental Timeline for Signing in Multilingual Infants
- What Research Says About Signing and Speech Development
- Practical Strategies for Implementing Signs Across Languages
- Common Challenges and When Signing May Not Help
- Selecting Which Signs to Teach First
- Looking Ahead: Long-Term Language Outcomes
- Conclusion
How Does Baby Sign Language Bridge Multiple Languages in Bilingual Homes?
The mechanics of how signing connects languages are straightforward but powerful. When a baby learns that the sign BALL corresponds to a round bouncing object, that sign becomes a conceptual anchor. The child can then attach both “ball” and “pelota” to the same mental representation without confusion. In bilingual households, signs bridge the gap between two versions of a spoken word, helping babies connect their languages rather than keeping them separate in their minds. This bridging function serves multiple family configurations. Consider a household where dad speaks Mandarin and mom speaks English.
The baby hears “gǒu” and “dog” referring to the family pet. When the child signs DOG, both parents immediately understand the communication, and the child receives confirmation that both spoken words connect to the same concept. This visual-gestural confirmation happens in real time, without the child needing to choose between languages or parents needing to abandon their native tongues. The bridge works in extended family situations too. Grandparents who speak only the heritage language can communicate with grandchildren being raised primarily in English when both share a signing vocabulary. This preserves family connections that might otherwise strain as language gaps widen between generations.
Developmental Timeline for Signing in Multilingual Infants
Most babies can begin learning signs around six to seven months of age, though they typically will not sign back until eight months or later. A study by Bonvillian, Orlansky, and Novack found children produced their first recognizable sign at a mean age of 8.5 months, with the earliest documented case at 5.5 months. Babies typically start producing signs consistently between eight and ten months. For bilingual families, this timeline matters because it intersects with a critical window for language acquisition. Children acquire language best before age five, when brain plasticity is strongest.
This means the early months and years when signing is most useful are also the period when the brain is most receptive to absorbing multiple languages simultaneously. Signs introduced during this window support rather than compete with spoken language development. However, if your bilingual baby seems slower to sign than a friend’s monolingual child, this does not necessarily indicate a problem. Research by Valloton in 2009 found that monolingual babies were more responsive to signing than bilingual babies, who reduced their talk time when signing was used. This finding suggests that bilingual infants may process signing differently, potentially because they are already managing more linguistic input. Parents should allow extra time for bilingual babies to demonstrate signing comprehension before expecting production.
What Research Says About Signing and Speech Development
One persistent concern parents voice is whether adding signs to an already complex bilingual environment might delay speech. The scientific consensus answers this clearly: signing does not delay speech. According to research published in the Journal of Speech, Language, and Hearing Research in 2022, acquisition of sign language does not harm spoken vocabulary acquisition. Children with early ASL exposure can develop age-appropriate vocabulary skills in both ASL and spoken English. More recent research continues to support signing’s cognitive benefits.
According to the 2025 edition of the journal Cognition, sign language promotes object categorization in young hearing infants. This finding suggests signs may actually enhance how babies organize and understand their world, which could benefit children navigating multiple linguistic systems. A note of caution regarding the research landscape: of 82 references cited across baby sign language websites, most were opinion pieces or product descriptions rather than empirical data. No randomized controlled trials exist on baby sign language’s impact on speech development. This does not mean signing lacks value, but families should approach dramatic claims with appropriate skepticism. The absence of evidence for harm is well-established; the presence of dramatic benefits is less rigorously documented.
Practical Strategies for Implementing Signs Across Languages
When introducing signs in a bilingual household, consistency in the sign itself matters more than consistency in the accompanying spoken word. If mom says “eat” while signing EAT, and dad says “comer” while making the same sign, the child benefits from both inputs. The sign remains the stable element while the spoken words provide dual language exposure. One effective approach involves choosing which parent or caregiver introduces which signs. If grandma watches the baby three days a week and speaks only Korean, she might introduce signs for foods and comfort items. The English-speaking parents can reinforce these same signs with English labels.
The baby receives the sign-concept pairing from multiple sources with multiple spoken words attached, strengthening all connections. A competing approach has each language-speaker introduce different signs from distinct categories. Dad might teach all animal signs in Spanish while mom teaches all food signs in English. This creates clearer associations but may limit the bridging benefit. Most families find the first approach more practical, though the second can work if caregiving schedules are highly segmented. Neither approach is wrong; the tradeoff is between conceptual bridging and categorical clarity.
Common Challenges and When Signing May Not Help
Not every bilingual family will find signing equally useful. If both parents speak both languages fluently and use them interchangeably, the bridging function of signs provides less unique value. The languages are already connected through the parents’ seamless code-switching. Signs still offer early communication benefits, but the specific multilingual advantage diminishes. Families should also watch for signs of overwhelm. If a baby who was previously attempting signs suddenly stops after a second language is introduced more intensively, consider temporarily reducing signing emphasis.
The Valloton research noting that bilingual babies reduced talk time when signing was used suggests some children may have capacity limits for simultaneous language processing. This does not mean abandoning signs, but perhaps focusing on fewer high-utility signs rather than expanding vocabulary rapidly. Another limitation: signs work best when all caregivers commit to using them. In extended bilingual families, convincing grandparents or other relatives to learn signs can prove difficult, especially if they view signing as unnecessary or strange. If key caregivers refuse to participate, the bridging benefit weakens considerably. Honest conversations about this before investing heavily in signing may prevent frustration.
Selecting Which Signs to Teach First
In bilingual contexts, prioritizing signs for concepts that differ most between your languages often yields the highest communication return. If English and Spanish share similar-sounding words for “ball” (ball/bola), the sign adds less clarity than it would for completely different words like “dog/perro” or “water/agua.” Consider a family speaking English and Japanese.
The word for “more” differs dramatically: “more” versus “motto.” A baby hearing both might struggle to connect them. The sign MORE, used consistently by all caregivers while saying their respective words, creates immediate conceptual linkage. Starting with signs where spoken words diverge most helps babies build the strongest mental bridges between their languages.
Looking Ahead: Long-Term Language Outcomes
As signed babies grow into speaking toddlers and preschoolers, the scaffolding that signs provided often becomes invisible. Children drop signs naturally as spoken vocabulary expands, regardless of how many languages they speak. The research finding that children with early ASL exposure can develop age-appropriate vocabulary skills in both ASL and spoken English suggests this transition happens smoothly for most children.
For bilingual families, this means signs serve as a temporary tool during the pre-verbal and early verbal stages, not a permanent addition to the household communication system. However, if a family discovers they enjoy signing and wants to continue, children raised with early sign exposure have a foundation for learning more complete sign language later. Some bilingual families add ASL or another signed language as a true third language, building on the early groundwork.
Conclusion
Baby sign language offers bilingual families a practical tool for supporting early communication while reinforcing connections between languages. Signs function as conceptual anchors that help babies understand that different spoken words can represent the same idea. Research supports that signing does not harm speech development, and the 2025 findings about enhanced object categorization suggest potential cognitive benefits.
The approach requires realistic expectations. Not all babies respond equally, and bilingual infants may need additional time before producing signs. Success depends on caregiver consistency and buy-in across the household. For families willing to invest the effort, signs provide a unique window into a pre-verbal child’s bilingual mind, revealing what concepts they grasp even before they can speak either language clearly.