Early Language Interventions for Young Dual Language Learners: A Scoping Review

Area of Science:

• Speech and Language Pathology
• Developmental Psychology
• Early Childhood Education

Background:

• Dual language learners (DLLs) require targeted early language interventions.
• Identifying effective strategies for DLLs, including those with language deficits, is crucial for development.

Purpose of the Study:

• To systematically scope the literature on early language interventions for young children who are dual language learners.
• To identify and categorize language strategies for DLLs from 9 months to 3 years 11 months of age.

Main Methods:

• A systematic scoping review of 27 sources was conducted.
• Language strategies were collated and categorized into five types: general approach, caregiver-based, interaction-based, language strategies, and early literacy strategies.
• An evidence map was created to chart strategies and their strength of recommendation.

Main Results:

• A total of 70 language strategies were identified for DLLs.
• The majority of sources focused on recommended practices (n=12), followed by descriptive studies (n=7).
• Strategies were categorized into five distinct types, offering a framework for intervention.

Conclusions:

• A preliminary evidence map highlights compelling and promising early language strategies for DLLs.
• This review provides a foundation for understanding and applying evidence-based interventions for young DLLs.
• Further research can build upon this map to strengthen interventions for children with early language deficits.