Studies of social cohesion and childhood multilingualism in South Africa are important because of the confluence of social space and race in apartheid South Africa. A sociology of language approach is followed where the social spaces and structures in society are brought in relation to the multilingual repertoires of early childhood multilinguals. A main finding is that there is a paucity of research that describes the multilingual repertoires of early childhood multilinguals in South Africa; there is a need for longitudinal studies. Findings from adjacent fields indicate that there is widespread early childhood multilingualism in South Africa and that multilingualism is related to social cohesion in different ways. First, White South Africans see the addition of an African language to their repertoires as a way to foster social cohesion. Second, children of the developing Black middle class are exposed increasingly to spaces where populations are more integrated and where English is paramount. Finally, all studies reviewed in the chapter indicate a severe gap between the multilingual experiences of childhood multilinguals in South Africa and monolingual experiences in school where they are either taught in the home language or in English.