A Systematic Review of Effective Instructional Interventions in Supporting Kindergarten English Learners’ English Oral Language Development

Zhuoying Wang
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Zhuoying Wang: Center for Research and Development in Dual Language and Literacy Acquisition, Department of Educational Psychology, College of Education and Human Development, Texas A&M University, College Station, TX 77843, USA

Sustainability, 2021, vol. 13, issue 22, 1-16

Abstract: In this systematic review, we explore research on effective interventions and approaches targeting kindergarten English Learners’ (EL) English oral language development. A total of seven studies met the inclusion criteria. The review summarizes the common characteristics of a practical intervention that could be applied to support kindergarten Els’ English oral language development. In addition, we summarize the measurements that were applied to measure Els’ oral language proficiency in English. However, future research using a longitudinal design is needed to determine the long-term impact of quality intervention on ELs’, especially those with limited resources, oral language development.

Keywords: English oral language development; kindergarten; systematic review (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:13:y:2021:i:22:p:12477-:d:677221

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