The Impact of Peer Interactions on Language Development Among Preschool English Language Learners: A Systematic Review
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The Impact of Peer Interactions on Language Development Among Preschool English Language Learners: A Systematic Review Princess‑Melissa Washington‑Nortey1 · Fa Zhang1 · Yaoying Xu1 · Amber Brown Ruiz1 · Chin‑Chih Chen1 · Christine Spence1 Accepted: 20 October 2020 © Springer Nature B.V. 2020
Abstract Studies showing that early language skills are important predictors of later academic success and social outcomes have prompted efforts to promote early language development among children at risk. Good social skills, a competence identified in many children who are English Language Learners (ELLs), have been posited in the general literature as facilitators of language development. Yet to date, a comprehensive review on the nature and impact of social interaction on language development among children who are ELLs has not been conducted. Using PRISMA procedures, a systematic review was conducted and 10 eligible studies published between 2008 and 2019 were identified. Findings revealed that despite their limited language capabilities, children who are ELLs can engage in complex speech during peer interaction. However, the nature and frequency of interactions, as well as the unique skill sets of communication partners may affect their development of relevant language skills. These findings have implications for policy and intervention development for preschool settings in the United States. Keywords English language learners · Peer interactions · Language development · Preschool Studies show that early language competencies are important predictors of later academic and social skills within and outside school environments (Burchinal et al. 2016; VernonFeagans et al. 2019). Contextual factors at the home and school levels, such as parent–child interactions, socio–economic status, resource availability, teacher–child interactions, and classroom quality have been associated with the development of early language competencies (Pace et al. 2017; Pasconfar and Vernon-Feagans 2006). This knowledge has prompted several initiatives and intervention strategies aimed at promoting early language and literacy skills, especially in at-risk populations. These initiatives include the thirty million words initiative, providence talks, and resource provision initiatives (Pace et al. 2017; Suskind et al. 2015; Wong et al. 2018). Yet, despite these efforts, English learners (ELs) continue to lag behind their predominantly English-speaking peers in English language development and literacy skills (National Education Association 2015). * Fa Zhang [email protected] 1
Virginia Commonwealth University, 1015 West Main Street, Richmond, VA 23284‑2020, USA
Although some studies have explored the impact of peer interactions on language development (e.g., Bell et al. 2016; Franco et al. 2019), there is currently no comprehensive review on the nature of peer interactions among preschool children who are ELs and its impact on language development. Evidence obtained by consolidating findings from relevant individual studies may
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