2026-06-12
Research summary written by Echefulachi Philip Anyanwu, Master student at the University of Luxembourg
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Rethinking Bilingualism: Between Language Ability and Identity
What does it mean to be bilingual? At first glance, the answer seems simple: the ability to use two languages. However, scholars have long debated exactly what counts as bilingualism. As Grosjean (2010) notes, a bilingual is not simply the sum of two monolinguals. Rather, bilingualism involves the dynamic use of two or more languages in an individual's life. Different scholars emphasise different elements, ranging from linguistic ability and cultural identity to fluency, function, and personal experience. So, am I bilingual? That depends on whom you ask. For example, Einar Haugen’s early functional definition of bilingualism proposes that it begins when a speaker is able to produce “meaningful utterances” in another language (Haugen, 1953). This perspective focuses on communicative ability rather than native-like fluency or balance. Let me use my own experience as an example. Igbo is my first language, but English is the language I use most often for study, writing and professional communication. I also use Nigerian Pidgin in informal settings and French if need be. If bilingualism is primarily about the ability to communicate meaningfully in more than one language, then I clearly qualify as bilingual. Many later scholars have taken a similar view, arguing that language is not a fixed system but a flexible resource that people use differently depending on the situation. François Grosjean (2010), for example, argues that bilinguals should not be measured against monolingual norms but understood as individuals who activate different parts of their linguistic repertoire depending on context. In practice, I draw on different languages depending on whom I am speaking to and the situation I find myself in. This flexible use of languages fits comfortably within what many contemporary scholars would recognise as bilingual practice. But what happens if bilingualism is not only about what we can do with language, but also about who we are? Tove Skutnabb-Kangas (1984) argues that bilingualism involves not only linguistic competence but also identification with more than one linguistic and cultural community. This shifts the focus from what a person can do with language to how they situate themselves socially and culturally
