This scoping review aimed to investigate the communication strategies utilized by children who acquire a minority language (L1) and subsequently learn a community language (L2) during what is commonly referred to as the “silent period.” Electronic database searches were conducted using keywords such as “silent period” and “bilingual children,” resulting in the inclusion of 40 studies in the review. The findings revealed that emergent bilingual children utilize various communication strategies, including nonverbal communication, private speech, and their L1, to communicate within classroom environments. The findings shed light on the adaptability of emergent bilingual children during early stage of L2 acquisition. Furthermore, our review provides information about the classroom contexts such as teacher support and peer interactions where children develop their L2 skills. From a clinical perspective, recognizing these strategies and classroom contexts could significantly enhance the screening process for emergent bilingual children.

中文翻译：

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沉默期的双语儿童：对其沟通策略和课堂环境的范围审查


本次范围界定审查旨在调查学习少数民族语言 (L1) 并随后学习社区语言 (L2) 的儿童在通常所说的“沉默期”期间所使用的沟通策略。使用“沉默期”和“双语儿童”等关键词进行电子数据库搜索，结果纳入了 40 项研究。研究结果显示，新兴双语儿童利用各种沟通策略，包括非语言沟通、私人言语和母语，在课堂环境中进行沟通。研究结果揭示了双语儿童在第二语言习得早期阶段的适应性。此外，我们的评论还提供了有关课堂环境的信息，例如教师支持和孩子们发展第二语言技能的同伴互动。从临床角度来看，认识到这些策略和课堂环境可以显着加强对新生双语儿童的筛查过程。