Child Care and Early Education Research Connections

Skip to main content

Dynamic language use in bi/multilingual early childhood education contexts: A critical review of the literature

The population of students learning and using more than one language in the United States has more than doubled in the past 30 years. This is especially true in early childhood, which makes it crucial that educators of young emergent bilingual children understand and support these young children’s bi/multilingual development, including critically understanding the implication of adopting different perspectives of bi/multilingualism. Although much is known about classroom practices in support of emergent bilingual children in Kindergarten and beyond, less is known about those practices in the early years. This article provides a systematic review of relevant qualitative empirical studies that investigated teachers’ and children’s naturalistic language use in bi/multilingual early childhood education settings. The authors identify several strategic languaging practices enacted by both teachers and children across different language approaches, and strategies for fostering these practices; as well as ways in which teachers leverage their agency through their languaging practices depending on the language policy of each program. Implications for future research, practice, professional development, and policy are discussed. (author abstract)
Resource Type:
Literature Review

- You May Also Like

These resources share similarities with the current selection. They are found by comparing the topic, author, and resource type of the currently selected resource to the rest of the library’s publications.

Process quality, curriculum and pedagogy in early childhood education and care

Literature Reviewview

Do curriculum-based social and emotional learning programs in early childhood education and care strengthen teacher outcomes?: A systematic literature review

Literature Reviewview

A systematic review and meta-analysis of a measure of staff/child interaction quality (the Classroom Assessment Scoring System) in early childhood education and care settings and child outcomes

Literature Reviewview
Release: 'v1.1.0' | Built: 2021-11-18 15:07:57 EST