| Sumario: | Multilingual children attain their ability to speak more than one language in diverse ways and due to distinct factors, with some developing their bilingualism faster than their peers (Bialystok, 2002; De Houwer, 2009; Luk & Bialystok, 2013; Nicoladis & Genesee, 1997). In order to capture and understand the disparate ways in which typically developing children become bilinguals and what factors influence diversity in their experience, it is imperative that scholars adopt a transdisciplinary approach (Hoffman et al., 2017; Hult, 2019; Lang et al., 2012; Pohl & Hadorn, 2007; Stokols et al., 2003). The proposal is that an alternate bilingual development framework be formed in which transdisciplinary collaborations between ethnographic longitudinal, descriptive, and experimental cross-sectional approaches are merged, in a bid to understand bilingual development from a more holistic perspective. Data would inform early childhood studies, education policy and support parental efforts to raise bilingual children.
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