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

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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)

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.

Suggested Citation

  • Zhuoying Wang, 2021. "A Systematic Review of Effective Instructional Interventions in Supporting Kindergarten English Learners’ English Oral Language Development," Sustainability, MDPI, vol. 13(22), pages 1-16, November.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:22:p:12477-:d:677221
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    References listed on IDEAS

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    1. Natalia Palacios & Amanda Kibler, 2016. "Oral English language proficiency and reading mastery: The role of home language and school supports," The Journal of Educational Research, Taylor & Francis Journals, vol. 109(2), pages 122-136, March.
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