By Kristina Mecelicaite, PreK - 12 Student Support Coordinator

My native language is Lithuanian—one of the oldest living languages in the world—and there is a certain young student in our elementary school with whom I share a special bond. Whenever we see each other, we greet one another in our native tongue and chat for a moment. To be honest, it is often the most joyful part of my day.

I think of that connection when I stand on the AAS playground on a cloudy March afternoon. As I hear our students playing loudly in Russian, Bulgarian, or Turkish, I realize it is natural for us to occasionally wonder: Might this "mother tongue" chatter slow down their progress in English? In the past, many shared the worry that multiple languages might confuse a child, this might cause some parents to be concerned that we are allowing their kiddos to speak less English than they want them to. 

Today, however, research offers a much more heartening perspective. Managing two languages actually acts like a natural workout for the brain, and this "mental juggling" specifically boosts two vital areas: creativity and executive function. Studies show that bilingual students often perform better on creativity tests because they are used to thinking flexibly. Furthermore, they develop stronger executive functions—the mental skills used for paying attention, planning, and ignoring distractions. These aren't just playground skills; they are the exact tools students need to master complex grammar and technical terminology in the classroom.

This is why, when we encourage our students to lean into their native languages during less structured academic times, we aren't just giving them a rest; we are helping them feel fully like themselves. A child who feels safe, seen, and connected becomes a far more confident learner when it comes time for hard academic work. Ultimately, honoring their first language doesn’t slow them down—it provides the "spark" and mental energy they need to succeed in their English studies.

At AAS, we believe the most important factor is how meaningfully children use their languages in supportive environments—at home, at school, and throughout their communities.