Abstract The increasing immigration and cultural diversity in many countries has resulted in a growing number of English language learners (ELLs) in kindergarten classrooms. Teachers play a vital role in helping these children transition into an English‐speaking educational environment for the first time. However, many teachers have reported feeling underprepared to support ELL children within play‐based learning curricula, which are increasingly mandated in many countries. While play‐based approaches offer rich opportunities for engagement and language development, teachers face the added challenge of designing playful activities that also meet high academic expectations for children from diverse backgrounds. Given the importance of early childhood education for ELLs' adjustment to English‐speaking schools and future development, an in‐depth review of research on the teaching strategies to support ELLs in play‐based classrooms is essential. This study uses a scoping review methodology to analyse research on teaching strategies to support ELLs in play‐based kindergartens. Four themes encapsulate the scope of research published from 2000 to 2025: (1) environmental strategies, (2) social and emotional support, (3) translanguaging strategies and (4) project approach. These strategies were aimed at supporting the language, social and emotional development of ELLs. This review provides a comprehensive overview of the range of strategies that can support ELLs in play‐based kindergartens, as well as findings and implications for both the research and educational community. Context and implications Rationale for this study: The increasing presence of ELLs in kindergartens and reported challenges to meet their needs in play‐based contexts highlights a need for understanding research on the effective teaching strategies. Why the new findings matter: Understanding these strategies is crucial for fostering ELLs' language, social and emotional development, which impacts their long‐term academic and developmental outcomes. Implications for practitioners, policy‐makers, and researchers: This review underscores key implications for teacher education, classroom practice and future research. Teacher training on supporting ELLs should be mandatory and aligned with play‐based pedagogies, emphasizing multilingual language development. While many teachers are monolingual, this review highlights that proficiency in another language is not required to effectively use translanguaging strategies and leverage children's home language knowledge. Additionally, there is a need for more quantitative research using standardized assessments to explore various areas of literacy development in ELLs.
Lv et al. (Wed,) studied this question.