Purpose The present scoping review seeks to fill an important need in the bilingual research and education community by analyzing the recent research literature on how teacher factors potentially influence young bilingual children's language outcomes. The research aims are twofold: synthesize the research findings on teacher factors that influence bilinguals' language development, and identify gaps in the literature to determine future research directions. Method The search parameters used in this review included peer-reviewed journal articles from 2000 to 2019 in order to synthesize the most recent empirical work on this topic, a focus on typically developing bilinguals from the age of 3 to 8 years, and research designs that included case studies, descriptive, cross-sectional, quasi-experimental, experimental, longitudinal, mixed methods, and qualitative methods. Results A search of major databases for studies on young bilinguals and teachers between 2000 and 2019 combined with multiple levels of screening and review yielded 21 peer-reviewed articles. Four major themes emerged: (a) teacher characteristics, (b) teacher quality, (c) teacher talk, and (d) teacher emotional support. Conclusions Overall, the results of this synthesis suggest that teachers do in fact influence the language development of young bilinguals. Teacher talk and teacher quality were found to be the two themes that were of most interest in the research community, and the results generally supported the positive effect of teacher quality and teacher talk on language outcomes among bilinguals, with some variability. This review has important implications for teacher training and education in an effort to better serve the growing population of bilingual children.

中文翻译：

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年轻双语者的教师和语言成果：范围审查。

目的 本范围界定审查旨在通过分析最近关于教师因素如何潜在地影响双语儿童语言成果的研究文献来满足双语研究和教育界的重要需求。研究目标有两个：综合影响双语者语言发展的教师因素的研究结果，并找出文献中的空白以确定未来的研究方向。方法 本综述中使用的搜索参数包括 2000 年至 2019 年的同行评审期刊文章，以综合关于该主题的最新实证工作，重点关注典型的 3 至 8 岁双语发展，以及研究设计包括案例研究、描述性、横断面、准实验、实验、纵向、混合方法，和定性方法。结果 对 2000 年至 2019 年间关于年轻双语者和教师研究的主要数据库进行搜索，结合多层次的筛选和审查，产生了 21 篇同行评审文章。出现了四个主要主题：（a）教师特征，（b）教师素质，（c）教师谈话，以及（d）教师情感支持。结论 总的来说，这种综合的结果表明，教师确实影响了年轻双语者的语言发展。发现教师谈话和教师质量是研究界最感兴趣的两个主题，结果普遍支持教师质量和教师谈话对双语者语言成果的积极影响，但存在一定的差异。