Well-being of a bilingual child raised with English parenting

Abstract

This single-case study explores the well-being of a bilingual child. Amelia, raised with English parenting in an environment where English is not the primary language. Using Seligman’s PERMA model and Spolsky’s language policy as a framework, the study examines Amelia’s psychological health and bilingual journey across three developmental stages: birth to kindergarten, primary school, and secondary school. Data were collected through diary entries, stimulated video recall interviews, and semi-structured interviews, analysed using qualitative content analysis. Findings reveal three key themes: navigating early bilingualism amid misconceptions and family dynamics, realizing the academic and social advantages of bilingualism, and developing a critical and emotional connection to bilingual identity. Amelia’s journey illustrates the interplay between positive emotions, engagement, relationships, meaning, and accomplishment in bilingualism. Despite early challenges, such as family concerns about language delay and societal monolingual biases, Amelia developed pride in her bilingual identity, valuing English for academic success and personal meaning. The study highlights the importance of fostering supportive environments that promote dynamic bilingualism, suggesting implications for parents, educators, and policy makers in EFL contexts.

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