All About OPOL: what the history of this popular method can tell us about creating better bilingual parenting strategies
A journey through time, exploring how OPOL (one-parent, one-language) has become a cornerstone in bilingual education and parenting—and its potential limits for parents.
A few weeks ago, I was sitting in a family consultation with a Franco-Algerian-Turkish family, who was trying to raise their son speaking both Arabic and Turkish at home, while being exposed to French at school. Mom looked at me, quite distressed, and said:
“We keep reading online that we should each only speak one language to him—but it’s so hard! I’m Algerian, but I lived in Turkey for so long, that sometimes I find myself saying a few words to my son in Turkish. And between my husband and myself, we code-switch between French, Arabic, and even English. Is OPOL really the only way?”
Let’s unpack it together!
The Origins of OPOL
Bilingualism has been a topic of interest for centuries, but it wasn't until relatively recently that structured methods for raising bilingual children began to take shape. Among these methods, OPOL, or “one-parent/person, one-language” stands out as one of the most widely recognized and practiced approaches. As any parent trying to raise a bilingual child, wearily searching through forum after forum can tell you, many parents insist it’s the gold standard for raising a bilingual child.
The idea behind OPOL is seemingly straightforward: in a family where two languages are spoken, each parent consistently uses only one language when communicating with their child (Ronjat, 1913). For example, if a mother speaks Arabic and a father speaks English, the mother would always speak to the child in Arabic, while the father would only speak in English. The goal, according to its supporters, is to provide a clear and consistent linguistic environment that supports the child's natural acquisition of both languages.
But what can we learn from it’s history?
Bilingualism Through History
The concept of raising children to be bilingual isn't new. In fact, multilingualism was the norm in many ancient societies. In regions like the Mediterranean, Africa, and Asia, trade, migration, and conquest often brought people of different linguistic backgrounds into contact with one another (Ostler, 2005). As a result, it was common for individuals to speak multiple languages fluently. However, these societies didn't necessarily use structured methods to teach children multiple languages. Instead, children would naturally acquire the languages spoken around them through daily interaction.
Fast forward to the 19th century, when European colonialism and the spread of languages like English, French, and Spanish were at their peak. This era also saw the rise of nation-states, where the idea of a common national language became increasingly important. During this time, bilingualism was often viewed with suspicion. Many educators and linguists believed that exposing children to multiple languages could lead to confusion, linguistic delays, or even cognitive deficits (Jespersen, 1922). This perspective led to a strong emphasis on monolingual education, particularly in Europe and North America.
The Shift Towards Bilingual Education
By the early 20th century, attitudes toward bilingualism began to shift. Research started to emerge that challenged the notion that bilingualism was harmful to children. Studies showed that bilingual children could indeed develop strong language skills in both languages without negative cognitive effects. In fact, some research suggested that bilingualism might offer cognitive benefits, such as improved problem-solving skills and greater mental flexibility (Peal & Lambert, 1962).
This growing body of research set the stage for the development of structured bilingual education methods, including OPOL. The first documented use of the OPOL method can be traced back to the early 20th century, though it wasn't formally named or widely recognized until later. One of the earliest references to a method resembling OPOL comes from the work of the French linguist Jules Ronjat. In 1913, Ronjat published Le développement du langage observé chez un enfant bilingue, where he documented his own experience raising his son, Louis, to be bilingual in French and German. His approach was quite similar to what we now call OPOL: he consistently spoke to his son in one language (French), while his wife spoke to the child in another (German). Ronjat observed that this method allowed his son to develop proficiency in both languages.
Though his work was the first of its kind, a longitudinal study on child bilingualism, Ronjat himself was not specialized in child language acquisition, but rather the Occitan language.
The Rise of OPOL in the Modern Era
Despite Ronjat’s success, the OPOL method didn’t gain widespread attention until several decades later. The mid-20th century saw an increase in global migration, particularly after World War II, which led to more families living in multilingual environments. This, in turn, sparked greater interest in practical strategies for raising bilingual children. Educators, linguists, and psychologists began to explore different methods, and OPOL started to emerge as a popular choice.
One of the reasons OPOL gained traction is its simplicity and adaptability. The method is straightforward and can be applied in a variety of family settings. It doesn't require special materials or training, making it accessible to a wide range of families. Young children are highly sensitive to language input, and they can easily pick up on the linguistic patterns around them. By providing consistent exposure to two languages, OPOL helps children naturally acquire both languages from an early age (De Houwer, 2007).
Challenges of OPOL
However, OPOL is not without its challenges. One of the main difficulties parents face is maintaining consistency. In some families, especially those living in predominantly monolingual communities, it can be hard to provide balanced exposure to both languages. Children might favor the community language over the minority language, making it difficult to balance language development (De Houwer, 2007).
Additionally, parents who are heritage speakers of the language they’re using in the OPOL method might struggle with confidence, which can impact the effectiveness of the method. For trilingual families, parents transmitting two languages OPOL might not provide enough exposure to each language.
Proponents of the method often insist that it’s the best method to insure that bilingual children do not become “confused” or “mix” their language. However, we know that code-switching in any context is a normal part of bilingual language development, and that children are well-equipped to distinguish multiple languages, even coming from the same speaker, from birth.
As a sociolinguist, I always encourage parents to not fall into the monolingual mindset of raising bilingual children: there is no need to “separate” their language systems. In fact, it’s impossible to do so!
What about 2P2L? Time and Place? Translanguaging?
Looking to the future, the OPOL method is likely to remain a key strategy in bilingual education, but there are many methods your family can use that offer flexibility and sustainable language input. At their core, any good method is one that supports the idea that children can successfully learn multiple languages through consistent, meaningful interaction.
If you’re considering using OPOL in your own home, remember that both flexibility and consistency are key.
Every family is different, and it’s important to find a balance that works for you and your child!
Tell me more!
De Houwer, A. (2007). Parental language input patterns and children's bilingual use. Applied Psycholinguistics, 28(3), 411-424.
Jespersen, O. (1922). Language: Its Nature, Development, and Origin. Allen & Unwin.
Ostler, N. (2005). Empires of the Word: A Language History of the World. Harper Perennial.
Peal, E., & Lambert, W. (1962). The relation of bilingualism to intelligence.
Ronjat, J. (1913). Le développement du langage observé chez un enfant bilingue. Paris: Champion.