Monolingual Early Childhood Educators Teaching Multilingual Children: A Scoping Review

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dc.article.number869
dc.catalogadorgjm
dc.contributor.authorJaramillo López, Camila Francisca
dc.contributor.authorMendive Criado, Susana
dc.contributor.authorCastro, Dina C.
dc.date.accessioned2025-07-18T17:01:30Z
dc.date.available2025-07-18T17:01:30Z
dc.date.issued2025
dc.description.abstractThe presence of culturally and linguistically diverse children increases in early education classrooms worldwide. In monolingual education settings, multilingual children are at a disadvantage regarding their learning opportunities compared to monolingual children. Knowledge about how monolingual educators support children in a multilingual classroom has not been systematized yet. The present scoping review aims to synthesize the existing empirical evidence on (a) characteristics of the learning environment of monolingual teachers with multilingual children and (b) how teacher characteristics relate to the learning environment characteristics in early education institutions worldwide. The inclusion criteria used in this review included articles that report empirical evidence from 1990 to 2024, with multilingual children aged 0–6 of minoritized languages and monolingual teacher practices within a naturalist environment. Subsequently, through the PRISMA-ScR method on the articles found in the WOS and SCIELO databases, 40 articles were included with qualitative, quantitative, and mixed-methods designs. The results showed that in the Latin American context, culturally responsive practices are scarce for bilingual children with immigrant backgrounds. In the USA and European contexts, educators are more likely to implement activities that include children’s L1, even if they have limited knowledge of that language. The international perspective of this review allows us to identify contributions and challenges in different geographic regions.
dc.fechaingreso.objetodigital2025-07-18
dc.format.extent17 páginas
dc.fuente.origenORCID
dc.identifier.doi10.3390/educsci15070869
dc.identifier.urihttps://doi.org/10.3390/educsci15070869
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/104961
dc.information.autorucFacultad de Educación; Jaramillo López, Camila Francisca; S/I; 1246210
dc.information.autorucFacultad de Educación; Mendive Criado, Susana; 0000-0002-9436-3974; 1647
dc.issue.numero7
dc.language.isoen
dc.nota.accesocontenido completo
dc.revistaEducation Sciences
dc.rightsacceso abierto
dc.rights.licenseCC BY 4.0 Attribution 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectEarly childhood education
dc.subjectMultilingual children
dc.subjectTeaching practices
dc.subjectBilingual children
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleMonolingual Early Childhood Educators Teaching Multilingual Children: A Scoping Review
dc.typeartículo
dc.volumen15
sipa.codpersvinculados1246210
sipa.codpersvinculados1647
sipa.trazabilidadORCID;2025-07-14
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