The Role of Teachers in the Language Outcomes of Young Dual Language Learners: A Systematic Review

• In Event: Marriott Roundtable Session 31
  In Roundtable Session: Views and Practices of Monolingual and Bilingual Teachers: Implications for Scholars and Educators

Abstract

The present systematic review seeks to fill an important need in the DLL research and education community by analyzing the recent research literature on the role of teachers that impact the language outcomes of young DLLs. The research aims are twofold: synthesize the research findings on teacher factors that influence DLLs’ language development, and identify gaps in the literature to determine future research directions. A search of major databases for studies on young DLLs and teachers between 2000 and 2019 yielded 21 peer-reviewed articles. Four major themes emerged: (1) teacher characteristics; (2) teacher quality; (3) teacher talk; and (4) teacher emotional support. This review has important implications for teacher training and education in an effort to better serve DLL children.

Authors

• Rica Ramirez, University of Texas at San Antonio

• Becky H. Huang, The University of Texas - San Antonio

• Laurenne McCarty, University of Texas - San Antonio

• Amanda Palomin, The University of Texas - San Antonio