Imported Bilingualism:
A Journey of Language and Culture

Image above: Katie with her children and their friends in Spain

My love for Spanish began during childhood trips to my grandfather’s apartment in Ibiza, sparking a fascination that led me to study the language from the age of 13. After pursuing a degree in Spanish and living in Madrid for five years, I became proficient in Spanish and committed to keeping the language a central part of my life.

Sharing my passion for languages, but with limited knowledge of Spanish, my husband and I decided, before our children were born, that we would introduce Spanish into our family life using the One-Person-One-Language strategy.  As a result, I speak Spanish to our children while my husband speaks English.

We often face mixed reactions.  Some people think we’re crazy, while others question our audacity—how can we teach our children a language that isn’t our own?  But many are truly amazed by our dedication.

As an L1 speaker of English, I’m imparting Spanish – a language that isn’t my first – in a country where English dominates. Can we succeed? Absolutely.  My 8 and 10-year-old children are evidence of this.  My 8-year-old son recently said, “I like speaking a language that half of the world speaks’, whilst my daughter claimed, “I like speaking another language because not many children my age know how to.”  Their words remind me of the unique gift we’re giving them—a way to connect with a wider world while helping them stand out among their peers.

When I began exploring this type of bilingualism, I was drawn to Romaine, who in 1999 labelled it ‘Type 5 bilingualism’.  This refers to when one of the parents speaks to their child in a language that is not their ‘native tongue’.  Since then, this phenomenon has evolved in both definition and label.

It has been called ‘non-native bilingualism,’ but in today’s world, terms like ‘native’ and ‘non-native’ carry derogatory connotations that don’t reflect the value of linguistic diversity.  Another term, ‘elective bilingualism,’ seems more suited to adults who choose to become bilingual.  It doesn’t quite capture the experiences of children who are raised in an environment where a language is intentionally brought into the home.

When searching for a more fitting term, my EdD supervisor, Dina Mehmedbegovic-Smith, coined ‘Imported Bilingualism’.  This term perfectly encapsulates the community and findings of my research.

We are deliberately choosing to import an additional language—Spanish—into our children’s lives, viewing it as a valuable linguistic resource.  It’s something we believe will give our children a competitive advantage in the future.

In my research, participants import Spanish through various means: enrolling children in bilingual schools, hiring Spanish-speaking nannies, and enforcing a strict Family Language Policy.  But it’s not just about the language, they’re importing the culture too.  Participants in my study have incorporated Spanish names, food, music, literature, specific fiestas, and even traditions like Ratoncito Pérez (the Spanish tooth fairy). Crucially, participants mentioned they’ve also adopted values, such as family unity and inclusivity, which they experienced firsthand while spending time in Spanish-speaking countries.

Though participants, all with children aged 4-11, sometimes feel like they’re conducting an ‘experiment’ and worry about not culturally belonging, the benefits far outweigh these concerns.  Watching their children thrive in two languages and cultures reinforces the value of their efforts.

This journey is more than just language acquisition, it’s about opening doors to a world of opportunities and fostering a global mindset. The fear of ‘not belonging’ fades as they see their children grow into confident, culturally enriched individuals, ready to embrace a linguistically diverse world.

Image above: Family picture in Calpe

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