8,213
Views
0
CrossRef citations to date
0
Altmetric
Regular articles

The effects of foreign language programmes in early childhood education and care: a systematic review

Pages 334-351 | Received 06 Apr 2020, Accepted 20 Sep 2021, Published online: 01 Oct 2021

References

  • Albaladejo Albaladejo, S., Coyle, Y., & de Larios, J. R. (2018). Songs, stories, and vocabulary acquisition in preschool learners of English as a foreign language. System, 76, 116–128. https://doi.org/10.1016/j.system.2018.05.002
  • Alemi, M., & Haeri, N. S. (2017). How to develop learners’ politeness: A study of RALL’s impact on learning greeting by young Iranian EFL learners. 2017 5th RSI Int Conf Robot Mechatron ICRoM (pp. 88–94).
  • Alemi, M., & Haeri, N. S. (2020). Robot-assisted instruction of L2 pragmatics: Effects on young EFL learners’ speech act performance. Language Learning and Technology, 24, 86–103.
  • Alemi, M., Meghdari, A., & Haeri, N. S. (2017). Young EFL learners’ attitude towards RALL: An observational study focusing on motivation, anxiety, and interaction. In A. Kheddar, E. Yoshida, S. S. Ge, K. Suzuki, J.-J. Cabibihan, F. Eyssel, & H. He (Eds.), Social Robotics (pp. 252–261). Springer International Publishing.
  • Alstad, G. T., & Tkachenko, E. (2018). Teachers’ beliefs and practices in creating multilingual spaces: The case of English teaching in Norwegian early childhood education. In M. Schwartz (Ed.), Preschool Bilingual Education (pp. 245–282). Springer International Publishing. Retrieved November 2, 2020, from http://link.springer.com/10.1007/978-3-319-77228-8_9
  • Andúgar, A., & Cortina-Pérez, B. (2018). EFL Teachers’ reflections on their teaching practice in Spanish preschools: A focus on motivation. In M. Schwartz (Ed.), Preschool Bilingual Education (pp. 219–244). Springer International Publishing. Retrieved November 2, 2020, from http://link.springer.com/10.1007/978-3-319-77228-8_8
  • Benz, V. (2017). Bilingual childcare: Hitches, hurdles and hopes. Multilingual Matters.
  • Bergström, K., Klatte, M., Steinbrink, C., & Lachmann, T. (2016). First and second language acquisition in German children attending a kindergarten immersion program: A combined longitudinal and cross-sectional study. Language Learning, 66, 386–418. https://doi.org/10.1111/lang.12162
  • Bialystok, E. (2009). Bilingualism: The good, the bad, and the indifferent. Bilingualism: Language and Cognition, 12(1), 3–11. https://doi.org/10.1017/S1366728908003477
  • Bialystok, E. (2018). Bilingual education for young children: Review of the effects and consequences. International Journal of Bilingual Education and Bilingualism, 21(6), 666–679. https://doi.org/10.1080/13670050.2016.1203859
  • Björklund, S., Mård-Miettinen, K., & Savijärvi, M. (2014). Swedish immersion in the early years in Finland. International Journal of Bilingual Education and Bilingualism, 17(2), 197–214. https://doi.org/10.1080/13670050.2013.866628
  • Björk-Willén, P. (2008). Routine trouble: How preschool children participate in multilingual instruction. Applied Linguistics, 29(4), 555–577. https://doi.org/10.1093/applin/amm051
  • Björk-Willén, P., & Cromdal, J. (2009). When education seeps into ‘free play’: How preschool children accomplish multilingual education. Journal of Pragmatics, 41(8), 1493–1518. https://doi.org/10.1016/j.pragma.2007.06.006
  • Boyd, S., Huss, L., & Ottesjö, C. (2017). Children’s agency in creating and maintaining language policy in practice in two “language profile” preschools in Sweden. Multilingua, 36, 501–531. https://doi.org/10.1515/multi-2016-0024
  • Boyd, S., & Ottesjö, C. (2016). Adult monolingual policy becomes children’s bilingual practice: Code-alternation among children and staff in an English-medium preschool in Sweden. International Journal of Bilingual Education and Bilingualism, 19(6), 631–648. https://doi.org/10.1080/13670050.2016.1189510
  • Butler, Y. G. (2015). English language education among young learners in East Asia: A review of current research (2004–2014). Language Teaching, 48(3), 303–342. https://doi.org/10.1017/S0261444815000105
  • Buyl, A., & Housen, A. (2014). Factors, processes and outcomes of early immersion education in the Francophone community in Belgium. International Journal of Bilingual Education and Bilingualism, 17(2), 178–196. https://doi.org/10.1080/13670050.2013.866627
  • Buysse, V., Peisner-Feinberg, E., Páez, M., Hammer, C. S., & Knowles, M. (2014). Effects of early education programs and practices on the development and learning of dual language learners: A review of the literature. Early Childhood Research Quarterly, 29(4), 765–785. https://doi.org/10.1016/j.ecresq.2013.08.004
  • Caporal-Ebersold, E., & Young, A. (2016). Negotiating and appropriating the “one person, one language” policy within the complex reality of a multilingual crèche in Strasbourg. London Review of Education, 14, 122–133. https://doi.org/10.18546/LRE.14.2.09
  • Cekaite, A., & Evaldsson, A.-C. (2017). Language policies in play: Learning ecologies in multilingual preschool interactions among peers and teachers. Multilingua, 36(4), 451–475. https://doi.org/10.1515/multi-2016-0020
  • Chaparro-Moreno, L. J., Justice, L. M., Logan, J. A. R., Purtell, K. M., & Lin, T.-J. (2019). The preschool classroom linguistic environment: Children’s first-person experiences. PLOS ONE, 14(8). e0220227, 1–21. https://doi.org/10.1371/journal.pone.0220227
  • Cheour, M., Shestakova, A., Alku, P., Ceponiene, R., & Näätänen, R. (2002). Mismatch negativity shows that 3–6-year-old children can learn to discriminate non-native speech sounds within two months. Neuroscience Letters, 325(3), 187–190. https://doi.org/10.1016/S0304-3940(02)00269-0
  • Coplan, R. J., & Arbeau, K. A.. (2009). Peer interactions and play in early childhood. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 143–161). The Guilford Press.
  • Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49(2), 222–251. https://doi.org/10.3102/00346543049002222
  • Dearing, E., Kreider, H., Simpkins, S., & Weiss, H. B. (2006). Family involvement in school and low-income children’s literacy: Longitudinal associations between and within families. Journal of Educational Psychology, 98(4), 653–664. https://doi.org/10.1037/0022-0663.98.4.653
  • De Houwer, A. (2015a). Harmonious bilingual development: Young families’ well-being in language contact situations. International Journal of Bilingualism, 19(2), 169–184. https://doi.org/10.1177/1367006913489202
  • De Houwer, A. (2015b). Integration und Interkulturalität in Kindertagesstätten und in Kindergärten: Die Rolle der Nichtumgebungssprache für das Wohlbefinden von Kleinkindern. In F. Becker-Stoll, C. Kieferle, E. Reichert-Garschhamme, & M. Wertfein (Eds.), Inklusion und Partizipation - Vielfalt als Chance und Anspruch (1st ed., pp. 113–125). Vandenhoeck & Ruprecht. Retrieved August 10, 2021, from https://www.vr-elibrary.de/doi/book/10.13109/9783666701733
  • Dominguez, S., & Trawick-Smith, J. (2018). A qualitative study of the play of dual language learners in an English-speaking preschool. Early Childhood Education Journal, 46(6), 577–586. https://doi.org/10.1007/s10643-018-0889-7
  • Duch, H. (2005). Redefining parent involvement in Head Start: A two-generation approach. Early Child Development and Care, 175(1), 23–35. https://doi.org/10.1080/0300443042000206237
  • Elvin, P., Maagerø, E., & Simonsen, B. (2007). How do the dinosaurs speak in England? English in kindergarten. European Early Childhood Education Research Journal, 15(1), 71–86. https://doi.org/10.1080/13502930601103199
  • Ferjan Ramírez, N., & Kuhl, P. K. (2017). Bilingual baby: Foreign language intervention in Madrid’s infant education centers. Mind, Brain, and Education, 11(3), 133–143. https://doi.org/10.1111/mbe.12144
  • Ferjan Ramírez, N., & Kuhl, P. K. (2020). Early second language learning through SparkLing™: Scaling up a language intervention in infant education centers. Mind, Brain, and Education, 14(2), 94–103. https://doi.org/10.1111/mbe.12232
  • Fleta Guillén, M. T. (2018). Scaffolding discourse skills in pre-primary L2 classrooms. In M. Schwartz (Ed.), Preschool Bilingual Education (pp. 283–309). Springer International Publishing. Retrieved November 2, 2020, from http://link.springer.com/10.1007/978-3-319-77228-8_10
  • Genesee, F. (2004). What do we know about bilingual education for majority-language students? Handb Biling, 547–576. https://doi.org/10.1002/9780470756997.ch21
  • Hidaka, S., Shibata, H., Kurihara, M., Tanaka, A., Konno, A., Maruyama, S., Gyoba, J., Hagiwara, H., & Koizumi, M. (2012). Effect of second language exposure on brain activity for language processing among preschoolers. Neuroscience Research, 73(1), 73–79. https://doi.org/10.1016/j.neures.2012.02.004
  • Hoff, E., & Core, C. (2013). Input and language development in bilingually developing children. Seminars in Speech and Language, 34((04|4)), 215–226. https://doi.org/10.1055/s-0033-1353448
  • Howard, E., Olague, N., & Rogers, D. (2003). The dual language program planner: A guide for designing and implementing dual language programs. CREDE.
  • Javorsky, K. H., & Moser, K. M. (2021). The impact of exploratory French instruction on child and Family attitudes and aptitudes for learning world languages in preschool. Early Childhood Education Journal, 49, 739–750. https://doi.org/10.1007/s10643-020-01084-y.
  • Kaščák, O., Pupala, B., & Kovalčíková, I. (2012). “Das bin ich … ”: Corporeality and early German language education in (Slovak) kindergarten. Human Affairs, 22(1), 56–68. https://doi.org/10.2478/s13374-012-0006-3
  • Keydeniers, D., Aalberse, S., Andringa, S., & Kuiken, F. (2021). Bilingual daycares in the Netherlands: An analysis of the implementation of bilingual input and underlying ideologies. Current Issues in Language Planning, ahead-of-print, 1–19. https://doi.org/10.1080/14664208.2021.1939988
  • Laevers, F. (2015). Making care and education more effective through wellbeing and involvement. An introduction to experiential education. KU Leuven, Center for Experiential Education.
  • Lanza, E. (2004). Language mixing in infant bilingualism: A sociolinguistic perspective. Oxford University Press.
  • Leseman, P., Mulder, H., Verhagen, J., Broekhuizen, M., Van Schaik, S., & Slot, P. (2017). Effectiveness of Dutch targeted preschool education policy for disadvantaged children: Evidence from the pre-COOL study. In Blossfeld H.-P., Kulic N., Skopek J., & Triventi M. (Eds.), Childcare, Early Education and Social Inequality: An international perspective (pp. 173–193). Edward Elgar Publishing.
  • Leseman, P. P. M., Scheel, A. F., Mayo, A. Y., & Messer, M. H. (2009). Bilingual development in early childhood and the languages used at home: Competition for scarce resources? In I. Gogolin, & U. Neumann (Eds.), Streitfall Zweisprachigkeit – The Bilingualism Controversy (pp. 289–316). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-91596-8_17
  • Leśniewska, J., & Pichette, F. (2016). Songs vs. stories: Impact of input sources on ESL vocabulary acquisition by preliterate children. International Journal of Bilingual Education and Bilingualism, 19(1), 18–34. https://doi.org/10.1080/13670050.2014.960360
  • Lin, L.-C., & Johnson, C. J. (2016). Mandarin-English bilingual vocabulary development in an English-immersion preschool: How does it compare with monolingual development? International Journal of Bilingualism, 20(2), 173–189. https://doi.org/10.1177/1367006914547662
  • Lin, Z. (2010). Interactive dynamic assessment with children learning EFL in kindergarten. Early Childhood Education Journal, 37(4), 279–287. https://doi.org/10.1007/s10643-009-0356-6
  • Lin, Z. (2012). Code-switching: L1-coded mediation in a kindergarten foreign language classroom. International Journal of Early Years Education, 20(4), 365–378. https://doi.org/10.1080/09669760.2012.743100
  • Łockiewicz, M., Sarzała-Przybylska, Z., & Lipowska, M. (2018). Early predictors of learning a foreign language in pre-school – Polish as a first language, English as a foreign language. Frontiers in Psychology, 9, 1–11. https://doi.org/10.3389/fpsyg.2018.01813
  • Lucas, C., Hood, P., & Coyle, D. (2020). Blossoming in English: Preschool children’s emergent literacy skills in English. Journal of Research in Childhood Education, 35(3), 477–502. https://doi.org/10.1080/02568543.2020.1742256
  • Lugossy, R. (2018). Whose challenge Is It? Learners and teachers of English in Hungarian preschool contexts. In M. Schwartz (Ed.), Preschool Bilingual Education (pp. 99–131). Springer International Publishing. Retrieved November 2, 2020, from http://link.springer.com/10.1007/978-3-319-77228-8_4
  • Marbina, L., Mashford-Scott, A., Church, A., & Tayler, C. (2015). Assessment and wellbeing of early childhood education and care: Literature review. Victorian Curriculum and Assessment Authority.
  • Melhuish, E., Ereky-Stevens, K., Petrogiannis, K., Ariescu, A., Penderi, E., Rentzou, K., Tawell, A., Slot, P., Broekhuizen, M., & Leseman, P. (2015). A review of research on the effects of early childhood education and care (ECEC) upon child development. CARE project. Curriculum Quality Analysis and Impact Review of European Early Childhood Education and Care (ECEC).
  • Myles, F. (2017). Learning foreign languages in primary schools: is younger better? Language, Society and Policy. Retrieved August 20, 2021, from https://www.repository.cam.ac.uk/handle/1810/264340
  • Nikolov, M., & Mihaljević Djigunović, J. (2011). All shades of every color: An overview of early teaching and learning of foreign languages. Annual Review of Applied Linguistics, 31, 95–119. https://doi.org/10.1017/S0267190511000183
  • Pino Juste, M., & Rodríguez López, B. (2007). La importancia de la participación de los padres en la enseñanza del inglés en educación infantil. Didáctica (Lengua y Literatura), 19, 187–207.
  • Pino Juste, M., & Rodríguez López, B. (2010). A study on English learning dynamics in pre-primary schools. Porta Linguarum, 14, 29–44. https://doi.org/10.30827/Digibug.31942
  • Prošić-Santovac, D., & Radović, D. (2018). Children’s vs. teachers’ and parents’ agency: A case of a Serbian-English bilingual preschool model. Language, Culture and Curriculum, 31(3), 289–302. https://doi.org/10.1080/07908318.2018.1504401
  • Rohde, A. (2010). Receptive L2 lexical knowledge in bilingual preschool children. In K. Kersten, A. Rohde, C. Schelletter, & Steinlen A. K. (Eds.), Bilingual Preschools: Learning and Development (p. 45–68). WVT Wissenschaftlicher Verlag Trier. Retrieved May 6, 2019, from https://eric.ed.gov/?id=ED572867
  • Steinlen, A. K., Håkansson, G., Housen, A., & Schelletter, C. (2010). Receptive L2 grammar knowledge development in bilingual preschools. In K. Kersten, A. Rohde, C. Schelletter, & Steinlen A. K. (Eds.), Bilingual Preschools: Learning and Development (pp. 69–100). WVT Wissenschaftlicher Verlag Trier. Retrieved May 6, 2019, from https://eric.ed.gov/?id=ED572867
  • Sun, H., de Bot, K., & Steinkrauss, R. (2015). A multiple case study on the effects of temperamental traits in Chinese preschoolers learning English. International Journal of Bilingualism, 19(6), 703–725. https://doi.org/10.1177/1367006914534332
  • Takahashi, J., Suzuki, Y., Shibata, H., Fukumitsu, Y., Gyoba, J., Hagiwara, H., & Koizumi, M. (2011). Effects of non-native language exposure on the semantic processing of native language in preschool children. Neuroscience Research, 69(3), 246–251. https://doi.org/10.1016/j.neures.2010.12.003
  • Unsworth, S.. (2016). Quantity and quality of language input in bilingual language development. In E. Nicoladis & S. Montanari (Eds.), Bilingualism across the lifespan: Factors moderating language proficiency (pp. 103–121). American Psychological Association.
  • Wang, L.-C., & Hyun, E. (2009). A study of sociolinguistic characteristics of Taiwan children’s peer-talk in a Mandarin—English-speaking preschool. Journal of Early Childhood Research, 7(1), 3–26. https://doi.org/10.1177/1476718X08098351
  • Web of Science Group. (2021). Web of Science Core Collection. Web of Science Group. Retrieved February 15, 2021, from https://clarivate.com/webofsciencegroup/solutions/web-of-science-core-collection/
  • Weitz, A. K., Pahl, S., Flyman Mattsson, A., Buyl, A., & Kalbe, E. (2010). The input quality observation scheme (IQOS): The nature of L2 input and its influence on L2 development in bilingual preschools. In K. Kersten, A. Rohde, C. Schelletter, & Steinlen A. K. (Eds.), Bilingual Preschools: Learning and Development (pp. 5–44). WVT Wissenschaftlicher Verlag Trier; Retrieved May 6, 2019, from https://eric.ed.gov/?id=ED572867
  • Wipperman, A., Tiefenthal, C., Schober, A., & Gotthardt, L. (2010). Profiles of the ELIAS preschools. In K. Kersten, A. Rohde, C. Schelletter, & Steinlen A. K. (Eds.), Bilingual Preschools: Learning and Development (pp. 239–261). WVT Wissenschaftlicher Verlag Trier. Retrieved May 6, 2019, from. https://eric.ed.gov/?id=ED572867