The founder of the Tutti Frutti bilingual school, Ms. Pitisci, has spent most of her life nurturing the development of multilingual children.

In addition to running the school, developing its pedagogy and philosophy, and training her teachers, she has published several works on the topic.

From your experience, is there a best time to start learning languages?

The earlier the better!
We know that young children are like sponges. However, their brains are not yet fully developed. We must give them time, support, and a reassuring environment.

How long does it take a child to learn a new language?

Oh, that’s a tricky question!
It depends on many factors: the child’s maturity, interest, the amount of exposure to the language (how many times per week); whether the child is monolingual, bilingual…
I’d say it takes at least one to two years to become familiar — meaning to accept the new language (and feel comfortable), understand some basic words and phrases.
Of course, a child living in a new country may learn the language more quickly (in a few months if immersed).

I’d also like to say a word about language mixing — some parents may hesitate about bilingual education because children might mix languages, and the word “mix” often carries a negative connotation.
To me, it’s the magic of linguistic creativity in children.
They use the tools they know and put them together to communicate.

Once, I heard a child say, “Je dois pipidoen” (a mix of French and Dutch). In my opinion, that’s very positive: the child dared to express something in a foreign language and intuitively grasped a grammar rule by putting the verb at the end.
He expressed himself that way because he didn’t yet know another. It’s the teacher’s job to rephrase it: “Ik moet pipi doen.”

What are the best methods to teach young children languages? And what kind of environment supports effective learning?

It’s hard to say what the best method is.
For children (and I would say adults too), total immersion is effective, but not sufficient. It can even be unsettling or a bit scary.
A bilingual approach is more reassuring when starting a new language and environment.

The teacher’s attitude and the setting are essential: small classes (in my opinion, active pedagogy is not possible in large groups), caring adults, warm atmosphere, engaging and varied activities.
Children need to “do things” — to be active. Learning becomes meaningful and effective when they are involved.
The results are not always immediate, but they show long-term benefits.

How many languages can a child learn or speak comfortably?

It’s also hard to give a precise answer. I’ve seen children struggle with a second language and others thrive in five!
I often tell parents they need to accept that it’s a long process. Let’s avoid putting pressure on the children.
Slowly but surely. A Chinese proverb says: “With patience, even herbs turn into milk.”
That said, it also depends on the child — their maturity, personality, and whether they feel comfortable in new situations…

What language do children use when interacting with each other?
Do they stick to their native language or switch between languages?

It depends a lot on friendships and… fun activities!
I’ve noticed that children at our school (especially in preschool and primary) switch easily from their native language to another.

What challenges do multilingual children face, and do you have suggestions to overcome them?

Some children are perfectionists and won’t speak unless it’s perfect!
Others prefer to observe — that doesn’t mean they’re not learning (often it’s the opposite).
For adults, this can be frustrating…

I’d advise adults (parents or teachers) to be patient, to understand the child’s personality and type of intelligence (i.e., the kind of learner they are), and to support them.
That doesn’t mean letting everything slide.
On the contrary, the framework should be clear (warm, positive, but structured) especially for young children.

You’ve been teaching children for 20 years. What changes have you noticed since you started?

On one hand, I’d say children are the same! They want to play, be seen, and trusted by adults.
On the other hand, we (adults) tend to think they have less focus or openness…
But then I see their enthusiasm — for example, in a cooking class! And I’m convinced their essence hasn’t changed!

Can you tell us a bit about your school and its history?

Tutti Frutti was founded in 1997 as a language school for children aged 3 to 11.
In 2003, we opened the bilingual preschool (with French and one language of choice: English, German, Italian or Dutch).
In 2018, we welcomed our new “baby”, the primary school (French plus English or German for now… we hope more languages in the future!).
In 2000, we received the European Language Label from the European Commission and the French Community of Belgium — a prize promoting innovative initiatives in language learning and intercultural awareness.

What is your vision for the future of Tutti Frutti?

I still have so many dreams for Tutti Frutti!
First of all, being recognised and supported would be a huge milestone.
That would allow us to keep innovating, improve quality, support staff, publish new books, and offer more outdoor activities…

And who knows — maybe one day we’ll have a larger space!

This interview is adapted from an article by Francesca Furlani available
here.