Multilingualism from the Perspective of Primary School Children: A Meta-Synthesis Study

With this meta-synthesis qualitative research findings on primary school children’s perspectives on multilingualism are reanalyzed. To accomplish this, a comprehensive literature review was conducted using databases such as Scopus, Web of Science, ERIC, DOAJ, APA PsycINFO, and Google Scholar. This review yielded 3.265 studies. Considering scientifically relevant inclusion and exclusion criteria, 16 of these studies were included in the meta-synthesis. The analysis revealed the importance of parental and teacher support in the students' multilingual identity development. It was also found that children attribute different statuses to languages, thereby, promoting existing social language hierarchies in both school and daily life. Finally, it was determined that children generally hold positive attitudes towards multilingualism, with significant contributions from teachers and parents in this regard.