Studies showing that early language skills are important predictors of later academic success and social outcomes have prompted efforts to promote early language development among children at risk. Good social skills, a competence identified in many children who are English Language Learners (ELLs), have been posited in the general literature as facilitators of language development. Yet to date, a comprehensive review on the nature and impact of social interaction on language development among children who are ELLs has not been conducted. Using PRISMA procedures, a systematic review was conducted and 10 eligible studies published between 2008 and 2019 were identified. Findings revealed that despite their limited language capabilities, children who are ELLs can engage in complex speech during peer interaction. However, the nature and frequency of interactions, as well as the unique skill sets of communication partners may affect their development of relevant language skills. These findings have implications for policy and intervention development for preschool settings in the United States.

研究表明，早期语言能力是以后学业成功和社会成就的重要预测指标，这促使人们努力促进处于危险中的儿童的早期语言发展。良好的社交能力是许多英语学习者（ELL）所识别的能力，在一般文学中被认为是促进语言发展的能力。迄今为止，还没有对社交互动的性质和对ELL儿童语言发展的影响进行全面审查。使用PRISMA程序，进行了系统的审查，并确定了2008年至2019年之间发表的10篇合格研究。研究结果表明，尽管他们的语言能力有限，但作为ELL的孩子仍可以在同伴互动过程中进行复杂的语音交流。然而，互动的性质和频率以及交流伙伴的独特技能可能会影响他们相关语言技能的发展。这些发现对美国学龄前环境的政策和干预措施产生了影响。