Supporting English Language Learners in Play-Based Kindergarten: A Scoping Review
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| Title: | Supporting English Language Learners in Play-Based Kindergarten: A Scoping Review |
|---|---|
| Language: | English |
| Authors: | Jianing Lv (ORCID |
| Source: | Review of Education. 2026 14(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 33 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | English Learners, Kindergarten, Preschool Children, Immigrants, Teaching Methods, Play, Social Development, Emotional Development, Code Switching (Language), Multilingualism |
| DOI: | 10.1002/rev3.70156 |
| ISSN: | 2049-6613 |
| Abstract: | The increasing immigration and cultural diversity in many countries has resulted in a growing number of English language learners (ELLs) in kindergarten classrooms. Teachers play a vital role in helping these children transition into an English-speaking educational environment for the first time. However, many teachers have reported feeling underprepared to support ELL children within play-based learning curricula, which are increasingly mandated in many countries. While play-based approaches offer rich opportunities for engagement and language development, teachers face the added challenge of designing playful activities that also meet high academic expectations for children from diverse backgrounds. Given the importance of early childhood education for ELLs' adjustment to English-speaking schools and future development, an in-depth review of research on the teaching strategies to support ELLs in play-based classrooms is essential. This study uses a scoping review methodology to analyse research on teaching strategies to support ELLs in play-based kindergartens. Four themes encapsulate the scope of research published from 2000 to 2025: (1) environmental strategies, (2) social and emotional support, (3) translanguaging strategies and (4) project approach. These strategies were aimed at supporting the language, social and emotional development of ELLs. This review provides a comprehensive overview of the range of strategies that can support ELLs in play-based kindergartens, as well as findings and implications for both the research and educational community. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504131 |
| Database: | ERIC |
| Abstract: | The increasing immigration and cultural diversity in many countries has resulted in a growing number of English language learners (ELLs) in kindergarten classrooms. Teachers play a vital role in helping these children transition into an English-speaking educational environment for the first time. However, many teachers have reported feeling underprepared to support ELL children within play-based learning curricula, which are increasingly mandated in many countries. While play-based approaches offer rich opportunities for engagement and language development, teachers face the added challenge of designing playful activities that also meet high academic expectations for children from diverse backgrounds. Given the importance of early childhood education for ELLs' adjustment to English-speaking schools and future development, an in-depth review of research on the teaching strategies to support ELLs in play-based classrooms is essential. This study uses a scoping review methodology to analyse research on teaching strategies to support ELLs in play-based kindergartens. Four themes encapsulate the scope of research published from 2000 to 2025: (1) environmental strategies, (2) social and emotional support, (3) translanguaging strategies and (4) project approach. These strategies were aimed at supporting the language, social and emotional development of ELLs. This review provides a comprehensive overview of the range of strategies that can support ELLs in play-based kindergartens, as well as findings and implications for both the research and educational community. |
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| ISSN: | 2049-6613 |
| DOI: | 10.1002/rev3.70156 |
