In this scoping review, we aimed to explore effective early language intervention strategies for culturally and linguistically diverse (CLD) populations. Guided by the PRISMA-ScR framework, we conducted searches in two electronic databases using specific inclusion criteria. An established coding framework was applied to assess the quality of the articles and to determine both the study quality indicators and the strength of the individual intervention strategies described. A total of 41 articles met the inclusion criteria. Based on quality indicators, 11 studies were classified as compelling, 9 as promising, and 21 as emerging. From these peer-reviewed sources, culturally responsive early language intervention strategies were charted and organized into seven domains. Thirty-eight impactful strategies that support the language development of young CLD children and their families were identified. Many sources emphasized caregiver engagement, culturally responsive language stimulation techniques, and narrative-based methods, all of which support natural, culturally rich learning environments.
AcarS.Pinar-IrmakO.Stone-MacDonaldA. (2024). Scoping review of linguistically responsive practices for young children who are refugees. Topics in Early Childhood Special Education, 44(1), 33–44. https://doi.org/10.1177/02711214231190042
2.
AlbinM.MicsinszkiS.PhoenixM. (2022). Cultural adaptation of parent-implemented early communication interventions: A scoping review. American Journal of Speech-Language Pathology, 31(5), 2229–2247. https://doi.org/10.1044/2022_AJSLP-21-0028
ArkseyH.O’MalleyL. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. doi:10.1080/1364557032000119616
9.
AugustD. L.CarlsonC. D.BarrC. D.BergeyR. (2024). COLLTS: A promising interactive read-aloud intervention for three-year-old dual-language learners. Early Childhood Education Journal, 52(3), 515–525. https://doi.org/10.1007/s10643-023-01447-1
10.
BarnesA. C.BoitR. J.ConlinD.HestenesL. L. (2022). Engaging in interactive book reading: Experiences of refugee mother–child dyads. Early Childhood Education Journal, 1–11. https://doi.org/10.1007/s10643-020-01142-5
11.
BatemanK. J.WilsonS. E. (2021). Supporting diverse learners with autism through a culturally responsive visual communication intervention. Intervention in School and Clinic, 56(5), 301–307. https://doi.org/10.1177/1053451220963090
12.
BrownJ. A.GarzarekJ. E.DoneganK. L. (2014). Effects of a narrative intervention on story retelling in at-risk young children. Topics in Early Childhood Special Education, 34(3), 154–164. https://doi.org/10.1177/0271121414536447
13.
ChuS. Y.JhuoR. A. (2023). Family support: Implementing embedded learning opportunities within family routines. Journal of Developmental and Physical Disabilities, 35(5), 807–833. https://doi.org/10.1007/s10882-022-09882
14.
CycykL. M.De AndaS.MooreH.HuertaL. (2021). Cultural and linguistic adaptations of early language interventions: Recommendations for advancing research and practice. American Journal of Speech-Language Pathology, 30(3), 1224–1246. https://doi.org/10.1044/2020_AJSLP-20-0010
15.
CycykL. M.De AndaS.RamseyK. L.SheppardB. S.ZuckermanK. (2022). Moving through the pipeline: Ethnic and linguistic disparities in special education from birth through age five. Educational Researcher, 51(7), 451–464. https://doi.org/10.3102/0013189X221120262
16.
CycykL. M.HuertaL. (2020). Exploring the cultural validity of parent-implemented naturalistic language intervention procedures for families from Spanish-speaking Latinx homes. American Journal of Speech-Language Pathology, 29(3), 1241–1259. https://doi.org/10.1044/2020_AJSLP-19-00038
17.
CycykL. M.MooreH. W.De AndaS.HuertaL.MéndezS.PattonC.BourretC. (2020). Adaptation of a caregiver-implemented naturalistic communication intervention for Spanish-speaking families of Mexican immigrant descent: A promising start. American Journal of Speech-Language Pathology, 29(3), 1260–1282. https://doi.org/10.1044/2020_AJSLP-19-00142
18.
FairclothS. C.PfefferR. (2008). Collaborating with tribal communities and families to improve the social, emotional, and linguistic competence of young indigenous children. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations, 15(1), 19–26. https://doi.org/10.1044/cds15.1.19
19.
GabasC.WoffordM. C.WoodC. (2017). Using experience books to foster the narrative skills of English learners. Perspectives of the ASHA Special Interest Groups, 2(16), 61–70. https://doi.org/10.1044/persp2.SIG16.61
20.
GillispieM. (2016). Need for culturally responsive literacy instruction in Native American communities. Perspectives of the ASHA Special Interest Groups, 1(14), 56–68. https://doi.org/10.1044/persp1.SIG14.56
21.
GuibersonM. (2009). Hispanic representation in special education: Patterns and implications. Preventing School Failure: Alternative Education for Children and Youth, 53(3), 167–176. https://doi.org/10.3200/PSFL.53.3.167-176
22.
GuibersonM. (2024). Culturally responsive literacy interventions in Speech-Language Pathology: A Scoping Review. Perspectives of the ASHA Special Interest Groups, 1–11. https://doi.org/10.1044/2024_PERSP-24-00008
23.
GuibersonM.AtkinsJ. (2012). Speech-language pathologists’ preparation, practices, and perspectives on serving culturally and linguistically diverse children. Communication Disorders Quarterly, 33(3), 169–180. https://doi.org/10.1177/1525740110384132
24.
GuibersonM.FerrisK. P. (2019). Early language interventions for young dual language learners: A scoping review. American Journal of Speech-Language Pathology, 28(3), 945–963. https://doi.org/10.1044/2019_AJSLP-IDLL-18
25.
GuibersonM.FerrisK. P. (2023a). Native American caregiver–child shared book reading interactions: A descriptive study and integrative review. Language, Speech, and Hearing Services in Schools, 54(2), 409–424. https://doi.org/10.1044/2022_LSHSS-22-00085
26.
GuibersonM.FerrisK. P. (2023b). Speech-language pathologists’ preparation, practices, and perspectives on serving Indigenous families and children. American Journal of Speech-language Pathology, 32(6), 2858–2870. https://doi.org/10.1044/2023_AJSLP-23-00105
27.
GuibersonM.VigilD. (2021). Speech-language pathology graduate admissions: Implications to diversify the workforce. Communication Disorders Quarterly, 42(3), 145–155. https://doi.org/10.1177/1525740120961049
28.
GuibersonM.ViningC. B. (2023a). Culturally responsive and Indigenous language strategies: Findings from a scoping review. Communication Disorders Quarterly, 45(1), 3–19. https://doi.org/10.1177/15257401231155812
29.
GuibersonM.ViningC. B. (2023b, January). Language and literacy strategies for Indigenous children: A scoping review. In. Seminars in Speech and Language, 44(1), 26–41. https://doi.org/10.1055/s-0042-1758802
30.
HarrisS.Owen Van HorneA. J. (2021). Turn the page, speech-language pathologists: Adequate, authentic, and accurate representation as a consideration in the selection of picture books for use in treatment. Language, Speech, and Hearing Services in Schools, 52(4), 955–966. https://doi.org/10.1044/2021_LSHSS-20-00155
31.
InglebretE.Banks-JosephS. R.CHiXapkaid PavelK. D. (2016). Differentiated instruction: A culturally-congruent practice. Perspectives of the ASHA Special Interest Groups, 1(14), 43–55. https://doi.org/10.1044/persp1.SIG14.43
32.
KhanN.PaddickS. (2014). First nations and métis early literacy and language enrichment program. Canadian Journal of Speech-Language Pathology & Audiology, 38(2), 194–205.
33.
LarroudéB. (2004). Multicultural-multilingual group sessions: Development of functional communication. Topics in Language Disorders, 24(2), 137–140. https://doi.org/10.1097/00011363-200404000-00006
34.
LarsonA. L.BaraltM.HokensonJ.HammerC. S.BarrettT.DeVilbissN. (2022). A randomized controlled trial assessing the effectiveness of the Háblame Bebé mobile application with Spanish-speaking mothers experiencing economic hardship. American Journal of Speech-Language Pathology, 31(2), 722–738. https://doi.org/10.1044/2021_AJSLP-21-00094
35.
LarsonA. L.CaballeroR.SnyderP.GriebelS.ValentinR.BourretC. (2023). Gathering Perspectives on Video-and App-Based Language Instruction: A Technology-Based Coaching Intervention to Increase Spanish-Speaking Latino Caregivers’ Use of Naturalistic Language Intervention Strategies. Perspectives of the ASHA Special Interest Groups, 8(2), 234–253. https://doi.org/10.1044/2023_PERSP-22-00194
36.
McCollumJ. A.YatesT. J. (2001). Cross-cultural perspectives on approaches to parent-infant interaction intervention. Technical Report.
37.
MendezA. I.GuerraK.YohannesM.ReidN.CoreaM.PickardK. (2023). Partnering with Latino/a caregivers and community stakeholders to understand priorities and needs prior to implementing an Early Literacy Program. American Journal of Speech-Language Pathology, 32(5), 2254–2266. https://doi.org/10.1044/2023_AJSLP-23-00005
38.
MéndezL. I.CraisE. R.KainzK. (2018). The impact of individual differences on a bilingual vocabulary approach for Latino preschoolers. Journal of Speech, Language, and Hearing Research, 61(4), 897–909. https://doi.org/10.1044/2018_JSLHR-L-17-0186
39.
MettlerH. M.NeilingS. L.FigueroaC. R.Evans-ReitzN.AltM. (2023). Vocabulary acquisition and usage for late talkers: The feasibility of a caregiver-implemented telehealth model. Journal of Speech, Language, and Hearing Research, 66(1), 257–275. https://doi.org/10.1044/2022_JSLHR-22-00285
40.
National Center for Education Statistics. (2024). Racial/ethnic enrollment in public schools. Condition of Education. U.S. Department of Education, Institute of Education Sciences. https://nces.ed.gov/programs/coe/indicator/cge
41.
Nelson-StroutsK.GillispieW. (2017). Early home literacy practices of the Prairie Band Potawatomi Nation. Perspectives of the ASHA Special Interest Groups, 2(1), 179–193. https://doi.org/10.1044/persp2.SIG1.179
42.
NúñezG.Tejero HughesM. (2023). The experiences of a home-based language program with Mexican immigrant mothers. Journal of Latinos and Education, 22(3), 948–963. https://doi.org/10.1080/15348431.2021.1888294
43.
PearsonJ. N.HamiltonM. B.MeadanH. (2018). “We saw our son blossom” A Guide for fostering culturally responsive partnerships to support African American autistic children and their families. Perspectives of the ASHA Special Interest Groups, 3(1), 84–97. https://doi.org/10.1044/persp3.SIG1.84
44.
PeredoT. N. (2016). Supporting culturally and linguistically diverse families in early intervention. Perspectives of the ASHA Special Interest Groups, 1(1), 154–167. https://doi.org/10.1044/persp1.SIG1.154
45.
RestrepoM. A.MorganG. P.ThompsonM. S. (2013). The efficacy of a vocabulary intervention for dual-language learners with language impairment. Journal of Speech, Language, and Hearing Research, 56(2), 748–765. https://doi.org/10.1044/1092-4388(2012/11-0173)
46.
Roseberry-McKibbinC. (2015). English language learners and the Common Core State Standards: Meeting the needs of students with low socioeconomic status and language impairment. Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations, 22(1), 4–14. https://doi.org/10.1044/cds22.1.4
47.
RosenzweigE. A.VossJ. (2022). Their words, their world: A paradigm for culturally relevant family-centered intervention. Perspectives of the ASHA Special Interest Groups, 7(2), 553–559. https://doi.org/10.1044/2021_PERSP-21-00074
48.
RossS. (2016). Creating a culturally-responsive speech and language program in a tribal community. Perspectives of the ASHA Special Interest Groups, 1(14), 69–80. https://doi.org/10.1044/persp1.SIG14.69
49.
SandsM. M.MeadanH.Ramos-TorresS.FantaA. (2023). The cultural and linguistic adaptation of a caregiver-implemented naturalistic communication intervention. Early Childhood Education Journal, 51(1), 43–53. https://doi.org/10.1007/s10643-021-01280-4
50.
SpencerT. D.PetersenD. B.AdamsJ. L. (2015). Tier 2 language intervention for diverse preschoolers: An early-stage randomized control group study following an analysis of response to intervention. American Journal of Speech-Language Pathology, 24(4), 619–636. https://doi.org/10.1044/2015_AJSLP-14-0101
51.
StockmanI. J. (2010). A review of developmental and applied language research on African American children: From a deficit to difference perspective on dialect differences. Language, Speech, and Hearing Services in Schools, 41(1), 23–38. https://doi.org/10.1044/0161-1461(2009/08-0086)
52.
TervalonM.Murray-GarcíaJ. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved, 9(2), 117–125. https://doi.org/10.1353/hpu.2010.0233
53.
TriccoA. C.LillieE.ZarinW.O’BrienK. K.ColquhounH.LevacD.MoherD.PetersM. D.HorsleyT.WeeksL.HempelS. (2018). PRISMA extension for scoping reviews (PRISMAScR): Checklist and explanation. Annals of Internal Medicine, 69(7), 467–473. https://doi.org/10.7326/M18-0850
van KleeckA. (2013). Guiding parents from diverse cultural backgrounds to promote language skills in preschoolers with language disorders: Two challenges and proposed solutions for them. Perspectives on Language Learning and Education, 20(3), 78–85. https://doi.org/10.1044/lle20.3.78
WestbyC. E. (1990). Ethnographic interviewing: Asking the right questions to the right people in the right ways. Journal of Childhood Communication Disorders, 13(1), 101–111. https://doi.org/10.1177/152574019001300111
58.
WestphalnK. K.RegoecziW.MasotyaM.Vazquez-WestphalnB.LounsburyK.McDavidL.. . .RonisS. D. (2021). From Arksey and O’Malley and Beyond: Customizations to enhance a team-based, mixed approach to scoping review methodology. MethodsX, 8, 101375. https://doi.org/10.1016/j.mex.2021.101375
59.
WingC.KohnertK.PhamG.CorderoK. N.EbertK. D.KanP. F.BlaiserK. (2007). Culturally consistent treatment for late talkers. Communication Disorders Quarterly, 29(1), 20–27. https://doi.org/10.1177/1525740108314862
60.
YuB. (2013). Issues in bilingualism and heritage language maintenance: Perspectives of minority-language mothers of children with autism spectrum disorders. American Journal of Speech-Language Pathology, 22(1), 10–24. https://doi.org/10.1044/1058-0360(2012/10-0078
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
