Second Language Learning Through Play in Early Childhood Education: A Systematic Review

In Early Childhood Education (ECE), play serves as a powerful catalyst for fostering children's overall development, including second language acquisition (SLA). Although existing research has offered insights into various dimensions of SLA within playful learning environments, there remains a need for a more thorough and systematic investigation to better clarify the relationship between play and early SLA in ECE settings. Through conducting a systematic review, this study aims to examine children’s SLA in play-based ECE settings. Our review process involved screening four databases using search terms related to SLA, ECE, and play. Our analyses identified 26 studies that specifically address young children’s SLA through play within ECE contexts. Our analysis indicates that play promotes linguistic skills, fosters enjoyment, and boosts language engagement. Peers and teachers play significant roles in supporting SLA during play. Individual personality, L2 exposure, and first language vocabulary also influence SLA. Additionally, children exhibit specific behaviors to enhance their target language during play. The findings have implications for early childhood teachers and other educators, indicating that play should be integrated with a responsive and flexible teaching approach that aligns with children’s natural inclinations. Additionally, implementing tailored interventions that account for various factors could further optimize language acquisition in young learners.