Infants from multilingual backgrounds “talk” less with their early childhood educators, which could slow their language development, according to a new study. But researchers also found the children catch up over time.

The study, published in the journal Infant Behavior and Development, is the first major analysis from the MQ TaLK project, currently the biggest study in Australia to investigate how early childhood education settings support infant and toddler language development.

The researchers found that English-speaking infants from 12 to 18 months old in early childhood centers “vocalized” (spoke or made speech-like sounds) more than multilingual infants.

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