دوزبانگی در مدرسه و مهدکودک ایران — والدین چه انتظاری داش…

At Iranian kindergartens and schools, keep expectations realistic: kindergarten might teach a handful of English words, not full fluency — coordinating with the teacher and reinforcing language at home is what complements school.

Quick answer

Iranian kindergartens and schools are usually Persian-centred; if English is offered, it's a supplement, not a replacement for the home. Coordinating with the teacher prevents confusion. A quality environment that values both languages supports development. Parents play the leading role in a bilingual plan.

What does the science say?

Scientific child-development guidance emphasizes that quality environments valuing both languages support multilingual development — not environments treating one language as "correct" and the other as "extra." Bilingualism has well-documented cognitive benefits. In Iran, kindergartens and schools are often Persian-centred; technology and the home can supplement second-language input, provided it involves active participation rather than passive consumption.

• Quality environments that value both languages support multilingual development.
• Bilingualism has documented cognitive benefits — not an inherent "confusion."
• Technology is a source of language input, but passive consumption and active participation lead to different outcomes.
• Parents, as gatekeepers, determine coordination between home and school.
• Realistic expectations of kindergarten and school matter — fluency comes from a combination of environments, not one centre alone.

A practical guide for Iranian families

To coordinate with kindergarten and school: (1) Ask — what words and topics is the teacher covering this week? Reinforce the same ones at home. (2) Keep expectations realistic — English at kindergarten is "extra"; Persian and social skills are the centre's priority. (3) Minority language at home — if kindergarten is in Persian, reinforce English at home with books, play, and levelled cartoons. (4) Coordinate with the teacher — if the child is learning English at school, let the teacher know Persian is maintained at home. (5) Don't ask the teacher for "English only" — balance matters.

Common mistakes

• Mistake: expecting fluency from kindergarten; comparing with a centre that offers "more English"; or dropping Persian because "school is in Persian."
• Right approach: coordinate with the teacher, reinforce the minority language at home, and value both languages equally.

When should we worry?

If, after several months of kindergarten, a child is clearly behind in social interaction or speech in both languages, it's worth checking in with a specialist. Short-term confusion between two languages at ages 2–4 is usually normal.