Scholarlink

<p>Given the world’s changing demographics and the urgent need to preserve and revitalize indigenous and immigrant languages, there is an imperative to prepare early childhood educators to educate young bilingual children. It is very likely that most early childhood educators will teach a child who speaks a language other than the societal dominant language at some point in their professional career. This scoping review examines recent studies on the preparation of early childhood educators to teach young bilingual children in world societal contexts in which their native languages are minoritized. To inform efforts in the preparation of early childhood educators to teach young bilingual children, a descriptive investigation of 32 studies published between 2012 and 2024 was conducted, focusing on both professional development and teacher preparation across diverse early childhood education settings, including indigenous and nonindigenous populations worldwide. The review identifies the populations examined, the teaching content, and the pedagogical approaches used to promote early childhood educators’ learning. Findings highlight the current state of knowledge in educators’ preparation in teaching young bilingual children, literature strengths and limitations, and provides guidance for future research and implications for the preparation of early childhood educators.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Educating Bilingual Children: A Scoping Review of International Research on Early Childhood Teacher Education and Professional Development

  • 期刊论文

  • 发表日期：

    2026年6月17日

查看全文
  • Cristina Gillanders,
  • Dina C. Castro,
  • Philadelphia Morgan,
  • Alba Franco,
  • Claudia Vail

摘要

Given the world’s changing demographics and the urgent need to preserve and revitalize indigenous and immigrant languages, there is an imperative to prepare early childhood educators to educate young bilingual children. It is very likely that most early childhood educators will teach a child who speaks a language other than the societal dominant language at some point in their professional career. This scoping review examines recent studies on the preparation of early childhood educators to teach young bilingual children in world societal contexts in which their native languages are minoritized. To inform efforts in the preparation of early childhood educators to teach young bilingual children, a descriptive investigation of 32 studies published between 2012 and 2024 was conducted, focusing on both professional development and teacher preparation across diverse early childhood education settings, including indigenous and nonindigenous populations worldwide. The review identifies the populations examined, the teaching content, and the pedagogical approaches used to promote early childhood educators’ learning. Findings highlight the current state of knowledge in educators’ preparation in teaching young bilingual children, literature strengths and limitations, and provides guidance for future research and implications for the preparation of early childhood educators.