A scoping review of translanguaging in the home learning environment: parental beliefs, impacts, and future directions

Abstract

This scoping review synthesises 40 empirical studies from 897 records across 3 main databases to map the current landscape of research on bilingual practices in the home learning environment (HLE). It examines how such practices – conceptualised variously as code-switching, language mixing, or brokering – have been studied, and proposes how the theoretical lens of translanguaging can offer a distinctive, evidence-based framework for future research in this domain. The analysis shows that home translanguaging supports children's literacy development, cognitive flexibility, heritage language maintenance, and socio-emotional well-being. Parental approaches range from viewing translanguaging as a strategic tool for learning and cultural preservation to expressing concerns about language confusion and academic disadvantage. A detailed demographic analysis reveals significant geographical concentrations in North American and East Asian contexts, with notable underrepresentation of research from other regions, including specific bilingual societies such as Hong Kong. The review identifies major methodological gaps, including a scarcity of longitudinal and mixed-methods studies. It concludes by proposing key future research directions for Home Translanguaging Learning Environment (HTLE): expanding demographic inclusivity, employing longitudinal and mixed-methods designs, investigating the role of digital technology, and bridging the home-school policy divide to better support multilingual families.

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