A Systematic Review of Teacher–Child Interactions With Multilingual Young Children

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Abstract

Teacher–child interactions are the most important factor that determines the quality of early-childhood education. A systematic review was conducted to gain a better understanding of the nature of teacher–child interactions that multilingual children are exposed to, and of how they differ from teacher–child interactions of monolingual children. Thirty-one studies were included. The included studies (a) mainly focused on multilingual children with low language proficiency in the majority language and (b) hardly compared between monolingual and multilingual children. The review shows that teacher–child interactions of multilingual children are comparable to the interactions of monolingual children, although teachers do adopt different strategies to facilitate the development of multilingual children, such as the use of the home language and nonverbal communication to support understanding. Worryingly, several studies indicate that multilingual children are exposed to unequal learning opportunities compared with their monolingual peers.
Original languageEnglish
Pages (from-to)536-568
Number of pages33
JournalReview of Educational Research
Volume89
Issue number4
Early online date6-Jun-2019
DOIs
Publication statusPublished - Aug-2019

Keywords

  • early childhood education
  • multilingualism
  • teacher-child interaction
  • ACADEMIC LANGUAGE
  • ACHIEVEMENT TRAJECTORIES
  • KINDERGARTEN CLASSROOMS
  • PHONOLOGICAL AWARENESS
  • STUDENT INTERACTIONS
  • BILINGUAL-CHILDREN
  • ENGLISH LEARNERS
  • 2ND-LANGUAGE
  • LITERACY
  • QUALITY

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