Bilingual and Home Language Interventions With Young Dual Language Learners: A Research Synthesis Purpose The purpose of this systematic review was to determine what bilingual or home language interventions have been found to be effective for 2- to 6-year-old dual language learners who have language impairment (LI) or are at risk for LI. Method We conducted ancestral searches and searches of ... Review Article
Review Article  |   October 01, 2016
Bilingual and Home Language Interventions With Young Dual Language Learners: A Research Synthesis
 
Author Affiliations & Notes
  • Lillian K. Durán
    University of Oregon, Eugene
  • Daphne Hartzheim
    Louisiana State University, Baton Rouge
  • Emily M. Lund
    Utah State University, Logan
  • Vicki Simonsmeier
    Utah State University, Logan
  • Theresa L. Kohlmeier
    Utah State University, Logan
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Correspondence to Lillian K. Durán: lduran@uoregon.edu
  • Editor: Marilyn Nippold
    Editor: Marilyn Nippold×
  • Associate Editor: Carla Wood
    Associate Editor: Carla Wood×
Article Information
Cultural & Linguistic Diversity / Language Disorders / Review Article
Review Article   |   October 01, 2016
Bilingual and Home Language Interventions With Young Dual Language Learners: A Research Synthesis
Language, Speech, and Hearing Services in Schools, October 2016, Vol. 47, 347-371. doi:10.1044/2016_LSHSS-15-0030
History: Received June 4, 2015 , Revised October 8, 2015 , Accepted March 9, 2016
 
Language, Speech, and Hearing Services in Schools, October 2016, Vol. 47, 347-371. doi:10.1044/2016_LSHSS-15-0030
History: Received June 4, 2015; Revised October 8, 2015; Accepted March 9, 2016

Purpose The purpose of this systematic review was to determine what bilingual or home language interventions have been found to be effective for 2- to 6-year-old dual language learners who have language impairment (LI) or are at risk for LI.

Method We conducted ancestral searches and searches of electronic databases, hand-searched article bibliographies, and searched 19 journals for experimental, quasiexperimental, or single-subject studies.

Results The review yielded 26 studies that were coded for quality, frequency and duration of the intervention, number of participants, location of intervention, interventionist, language(s) of intervention, and reported or calculated effect sizes. Studies were grouped by those that focused specifically on at-risk populations and those that focused on children with LI. Emerging trends provide support for bilingual and/or home language interventions for both children with LI and those at risk for LI.

Conclusions There were relatively few studies that met inclusion criteria, and the average quality rating for a study was 6.8 out of 9.0 possible points. More high-quality research is needed, particularly with populations that speak languages other than Spanish. Clinicians need more evidence-based recommendations to improve the language and literacy outcomes of the diverse range of dual language learners served in the United States and abroad.

Acknowledgments
We would like to like to acknowledge the support of the Department of Special Education and Rehabilitation at Utah State University for the course-related support that brought this project to fruition.
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