Teachers and Language Outcomes of Young Bilinguals: A Scoping Review
| Autor: | Amanda Palomin, Becky H. Huang, Laurenne McCarty, Rica Ramírez |
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| Rok vydání: | 2021 |
| Předmět: |
Research literature
Linguistics and Language Schools Teaching 05 social sciences 050301 education Multilingualism Language Development Language and Linguistics Speech and Hearing Cross-Sectional Studies Research Design Child Preschool Pedagogy Humans 0501 psychology and cognitive sciences Psychology Child 0503 education 050104 developmental & child psychology Language |
| Zdroj: | Language, speech, and hearing services in schools. 52(2) |
| ISSN: | 1558-9129 |
| Popis: | Purpose The present scoping review seeks to fill an important need in the bilingual research and education community by analyzing the recent research literature on how teacher factors potentially influence young bilingual children's language outcomes. The research aims are twofold: synthesize the research findings on teacher factors that influence bilinguals' language development, and identify gaps in the literature to determine future research directions. Method The search parameters used in this review included peer-reviewed journal articles from 2000 to 2019 in order to synthesize the most recent empirical work on this topic, a focus on typically developing bilinguals from the age of 3 to 8 years, and research designs that included case studies, descriptive, cross-sectional, quasi-experimental, experimental, longitudinal, mixed methods, and qualitative methods. Results A search of major databases for studies on young bilinguals and teachers between 2000 and 2019 combined with multiple levels of screening and review yielded 21 peer-reviewed articles. Four major themes emerged: (a) teacher characteristics, (b) teacher quality, (c) teacher talk, and (d) teacher emotional support. Conclusions Overall, the results of this synthesis suggest that teachers do in fact influence the language development of young bilinguals. Teacher talk and teacher quality were found to be the two themes that were of most interest in the research community, and the results generally supported the positive effect of teacher quality and teacher talk on language outcomes among bilinguals, with some variability. This review has important implications for teacher training and education in an effort to better serve the growing population of bilingual children. |
| Databáze: | OpenAIRE |
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