Enhancing Learning for Emergent Bilingual Children Through Translanguaging Pedagogies: A Systematic Literature Review From 2010 to 2023

• In Event: Transforming Classroom Spaces Through Translanguaging

Abstract

This qualitative systematic review examines translanguaging pedagogy in early childhood education (ECE). Translanguaging pedagogy emphasizes teachers’ intentional instruction, adjusted to and utilizing students’ whole linguistic repetories (García, 2009). By analyzing research translanguaging pedagogy in ECE settings from 2010-2023, the study identified key translanguaging practices and showed that by challenging monolingual ideologies, teachers can support students' cultural and linguistic identities, enhance self-esteem, and ensure equitable learning opportunities. Findings suggest that by empowering teachers to encourage all students to engage in various languages and cultures, they can supports the holistic development of bi/multilingual children, preparing them to thrive in diverse and globalized societies. The review underscores the need for professional development to effectively implement translanguaging pedagogy and provide high-quality education.

Authors

• Sehyun Yun, Ball State University

• Sung Ryung Lyu, American University

• Leslie La Croix, George Mason University

• Sung Shim Choi, George Mason University

• Muge Olgun-Baytas, Pennsylvania State University - Abington