CHILDREN'S MEANING-MAKING PROCESS TO ENGLISH LEARNING: A SYSTEMATIC REVIEW

This paper aims to gather findings regarding children's meaning-making process while learning English, targeting pedagogical practices in favor of this approach. Three keywords were adopted: "meaning-making process," "bilingual children," and "English language learners (ELL)." Ten references were included, nine from the United States (US). The learners were supposed to have previous experience with another language, and Spanish was the most cited. The results point to translanguaging as a trend. Emergent bilinguals, minority, and majority languages are cited as suitable terms, while ELL and others should become obsolete. Future studies could exclude results from the US to capture different learning environments.