Young children with and without disabilities who are bilingual or in the process of learning multiple languages have many strengths; however, educational policies and bias related to bilingualism for children from linguistically minoritized groups have typically included deficit-based views. The purpose of this systematic review was to identify how researchers describe these children and their caregivers. Thirty research studies were included in the review. Each study was published in Infants and Young Children, Journal of Early Intervention, or Topics in Early Childhood Special Education between 1988 and 2020. Studies were coded to determine participant characteristics and whether deficit- or strength-based descriptions of participants were used. Although researchers’ descriptions of participants’ linguistic backgrounds varied, most were English-centric, and deficit-based descriptions of bilingualism were more prevalent than strength-based descriptions. Preliminary recommendations are provided for describing children and families from linguistically minoritized communities and including strength-based language in research and practice.

具备双语能力或正在学习多种语言的残疾儿童和无残疾儿童具有许多优势；然而，针对语言少数群体儿童的双语教育政策和偏见通常包括基于缺陷的观点。本系统综述的目的是确定研究人员如何描述这些孩子及其照料者。该评价包括30项研究。每项研究均发表在《婴幼儿》，《早期干预杂志》或《早期儿童特殊教育》主题中。在1988年至2020年之间。对研究进行编码，以确定参与者的特征以及是否使用了基于缺陷或基于强度的参与者描述。尽管研究人员对参与者语言背景的描述各不相同，但大多数以英语为中心，基于缺陷的双语描述比基于力量的描述更为普遍。提供了初步建议，以描述语言上少数群体的儿童和家庭，并在研究和实践中包括基于力量的语言。