Beyond Screen Time Quantity
Quality Content, Shared Viewing, and Good Design as Drivers of Children's Second Language Learning
Bibliographic Data
| ID | 22124561 |
|---|---|
| Authors | He Sun (0000-0001-5729-8002, Nanyang Technological University), Justina Tan (0009-0008-9411-2420, Nanyang Technological University), Yuxuan Thye (Nanyang Technological University) |
| Year | 2026 |
| Publication date | 2026-06-19 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Policy Insights from the Behavioral and Brain Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2372-7322 • E-ISSN: 2372-7330 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/23727322261459601 |
| OpenAlex | W7165148049 |
| Language | EN |
| References cited | 26 |
Children's increasing screen time has sparked attention on its effects on language development, predominantly for first languages. Understanding how screen use relates to second language (L2) development in bilingual children remains limited. This paper synthesizes findings on the quantity and quality of screen use and their roles in children's L2 learning. Moderate screen exposure is positively associated with L2 receptive skills, while excessive use may displace social interaction and hinder development. Productive skills see inconsistent findings, reflecting the limitations and transferability of passive input for active language outcomes. Quality tells a clearer story: Educational content, age-appropriate design, and adult co-viewing or peer collaboration are more consistently associated with positive L2 outcomes. These findings carry directs policy implications. Existing guidelines primarily focused on time limits fail to capture how screen use could support language learning. A more effective approach would retain time thresholds while adding guidance on content quality, media design, and socially embedded screen use. Implications for parents, educators, and policymakers are discussed alongside priorities for future research
Best practice · Language acquisition · Quality time · Screen time · Second language · Social media · Transferability · Child Development and Digital Technology · EFL/ESL Teaching and Learning · Subtitles and Audiovisual Media
Incidental foreign language acquisition from media exposure
Cognitive Theory of Multimedia Learning
Associations Between Screen Use and Child Language Skills
Digital Devices Use and Chinese-Canadian First Graders’ Early English Literacy Development
Screen media exposure and young children's vocabulary learning and development
A study of early multilingualism in Iran
The Development of a Parental Questionnaire (QQ-MediaSeed) on Bilingual Children’s Quantity and Quality of Digital Media Use at Home
The role of home biliteracy environment in Chinese-Canadian children’s early bilingual receptive vocabulary development
Sources of individual differences in the dual language development of heritage bilinguals
Affordances and limitations of electronic storybooks for young children's emergent literacy
Electronic screen use and children’s socioemotional problems
Benefits of Computer-Assisted Instruction to Support Reading Acquisition in English Language Learners
Language acquisition in the digital age
Language, literacy, and media experiences at home and Chinese dual language development
The Displacement Effect
| Citation velocity | historical |
|---|---|
| Highly cited | No |