Child language brokering in educational settings: a systematic review (2020–2025) and a meta-analysis in comparison with the previous literature

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Child Language Brokering (CLB) positions children as cultural and linguistic mediators within their families, communities, and institutions. In increasingly diverse growing contexts, CLB has become a routine practice with significant implications for children’s academic, social and emotional development. This study examines recent insights on CLB in education (2020–2025) and contrast them with the previous literature (1998–2019) to identify conceptual expansions, continuities, and theoretical tensions. Following a systematic review guided by the PRISMA protocol, 49 documents were examined. Findings reveal a sustained growth in academic interest beginning in 2022 and consolidating in 2024, with research predominantly located in the United States and Spain. Methodologically, the field remains characterised by qualitative and non-experimental designs with descriptive-explanatory objectives and supported by a growing incorporation of participatory techniques. The meta-analysis highlights the limited visibility and recognition of CLB in education. Despite the evidence associating CLB with enhanced academic, social, and emotional skills, institutionalisation remains limited due to the absence of clear policy guidance and insufficient teacher training. Overall, the study emphasises that formal recognition of CLB in schools is essential for ensuring an inclusive quality education in an increasingly multilingual and multicultural society.