Abstract:

The acquisition of English as a foreign language in early childhood is crucial for developing the foundational skills required for lifelong learning. However, South America still faces a shortage of pedagogical strategies specifically talored to this educational level. This study conducted a PRISMA systematic review in Scopus and WoS databases, analyzing 16 studies identified through two screening stages. The findings reveal that strategies primarily emphasize the use of technology, playful and artistic activities, and the development of linguistic skills, with a strong focus on oral and writing abilities, and to a lesser extent, reading. These results highlight the importance of prioritizing interaction and communication over the teaching of complex grammatical structures at early ages (Cheatham et al., 2015; Greenfader & Brouillette, 2013). Additionally, some studies adopt cross-disciplinary approaches that integrate science and mathematics, which, while enriching, extend beyond the core scope of early language learning. This analysis underscores the need to expand and diversify English teaching strategies in early childhood, paying greater attention to Spanish-speaking and multilingual contexts.

Keywords:
early childhood; second language instruction; language instruction; teaching methods