Harmonious Bilingualisms: Assessing language-related well-being in different life situations

The Laboratory of NeuroPsychoLinguistics (LNPL, UR 4156) and the Department of Language Sciences of University of Toulouse 2 - Jean Jaurès (UFR LLCE) are pleased to announce the organization of a study day entitled: “Harmonious Bilingualisms: Assessing language-related well-being in different life situations”.

Research on bilingualism, or rather on bilingualisms, given the diversity of language-contact situations, has long focused primarily on the analysis of linguistic skills, acquisition trajectories, and conditions of language exposure. More recent work, however, has highlighted the need to also take into account the subjective and affective experiences of the people concerned, as well as the relationships between language practices and skills, individual abilities and attitudes, and well-being (De Houwer, 2020; Sun, 2023; Tiulkova et al., 2024). From this perspective, the concept of harmonious bilingualism refers to a subjectively neutral or positive experience of life situations in a language-contact context, as opposed to more conflictive forms of such experience (De Houwer, 2020).

Recent studies also show that well-being cannot be reduced to a single dimension. It can be approached through life satisfaction, socio-affective and behavioral skills, the quality of family relationships, attitudes toward languages, perceived linguistic competence, or the conditions of school and social integration (De Houwer, 2020; Humeau et al., 2023; Tiulkova et al., 2025). These studies further emphasize the multidimensional, dynamic, and bidirectional nature of the relationships between bilingualism and well-being, which calls for approaches capable of articulating linguistic, interactional, affective, and contextual data (Sun, 2023; Tiulkova et al., 2024).

The main aim of this study day is to bring together researchers working with bi-, multi-, or plurilingual populations who are interested in the role of well-being in these language contexts. The goal is to create a space for dialogue between studies which, although they focus on varied populations, field sites, and disciplinary traditions, face converging questions: How can we describe more or less harmonious linguistic trajectories, especially in contexts where more than one language coexists? What indicators can be used to capture well-being in different life and bilingual situations? What is the relationship between well-being and languages? How can research account for the diversity of life situations, as well as the dynamic and multidimensional nature of bilingualism and well-being?

The study day therefore has a twofold objective. On the one hand, it aims to provide a space for reflection on theoretical frameworks and empirical findings that make it possible to conceptualize bilingualisms and well-being in different life situations. The study day will pay particular attention to the diversity of contexts and trajectories: children, adolescents, adults; typical and atypical profiles; family, school, migration, institutional, or clinical contexts. It will also seek to extend the concept of harmonious bilingual experience to these diverse populations.

On the other hand, it aims to question existing methods (quantitative, qualitative, or mixed), as well as the tools that still need to be developed to study these objects. Recent work specifically emphasizes the need to combine perspectives and strengthen interdisciplinary dialogue in order to better understand these complex experiences. To this end, this study day seeks to initiate an exchange between linguistics, language didactics, psychology, education sciences, speech therapy, and, more broadly, any discipline that can contribute to a better understanding of bilingual experiences in their human, relational, and situated dimensions. It also aims to foster the emergence of a lasting scientific dialogue around this theme.

The study day will be organized in two parts: a first half-day, open to the public, featuring an invited talk and a round-table discussion; followed by a second half-day, reserved for invited researchers, devoted to an interactive methodological workshop and a final discussion on prospects for collaboration and the creation of an interdisciplinary network or working group on well-being in different bilingual contexts.

Références

De Houwer, A. (2020). Harmonious bilingualism: Well-being for families in bilingual settings. In S. Eisenchlas & A. Schalley (Eds.), Handbook of home language maintenance and development (pp. 63–83). De Gruyter.   

De Houwer, A. (2024, July). Discussion: The intersection of socio-emotional well-being and bilingual development [Symposium discussion slides]. Harmonious Bilingualism Network.   

De Houwer, A. (2025). Supporting harmonious bilingualism in European early childhood education. Eesti Haridusteaduste Ajakiri, 13(2), 29–50. https://doi.org/10.12697/eha.2025.13.2.02b   

Humeau, C., Guihard, G., Guimard, P., & Nocus, I. (2023). Life satisfaction of 10-year-olds in a bilingual context in France: The predictive role of parental language practices and children’s use of the minority language. Journal of Multilingual and Multicultural Development. Advance online publication. https://doi.org/10.1080/01434632.2023.2216665  

Sun, H. (2023). Harmonious bilingual experience and child wellbeing: A conceptual framework. Frontiers in Psychology, 14, Article 1282863. https://doi.org/10.3389/fpsyg.2023.1282863  

Tiulkova, E., Marijanović, V., Camps, J.-F., & Köpke, B. (2024). Assessing the role of input factors in harmonious bilingual development in children. Languages, 9, 289. https://doi.org/10.3390/languages9090289  

Tiulkova, E., Marijanović, V., Seredova, L., & Köpke, B. (2025). Définir le développement bilingue harmonieux : La relation entre les attitudes langagières des enfants et leur comportement social et affectif. Cahiers de l’ILOB / OLBI Journal, 14, 101–122. https://doi.org/10.18192/olbij.v14i1.6900

The morning session of the study day is open to researchers, faculty members, doctoral students, master’s students, and professionals interested in issues related to bilingualism, plurilingualism, and language-related well-being.

• Date: 9 June 2026
• Location (hybrid): online (link available upon registration) and E411, Maison de la Recherche, Université Toulouse Jean Jaurès, Toulouse (registration recommended; limited number of places)
  
• Language(s): The study day will be held mainly in French. The opening keynote talk will be given in English.
  
• Organisation: Laboratory of NeuroPsychoLinguistics (LNPL, UR 4156) and Department of Language Sciences
• Organising committee: Ekaterina Tiulkova, Vanda Marijanović, Barbara Köpke
• Contact : je-bilingharmo@sciencesconf.org