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

Abstract

Purpose The aim of this article was to provide a systematic scoping review of the literature describing early language interventions for young children who are dual language learners, including children with early language deficits. Method The search conducted yielded a total of 27 sources describing 70 language strategies or procedures for dual language learners from 9 months of age to 3 years 11 months of age. The majority of sources were recommended practices ( n = 12) followed by descriptive studies ( n = 7). There were a total of 6 intervention studies and 5 research review studies. Results Strategies were collated and categorized into 5 major types: general approach, caregiver based, interaction based, language strategies, and early literacy strategies. Conclusion A preliminary evidence map was created to chart each strategy and sources that included the strategy and to indicate the highest strength of recommendation observed across sources. A discussion of compelling and promising strategies is presented.