"EXPLORING THE ROLE OF EXECUTIVE FUNCTION IN EMOTION REGULATION AMONG BILINGUAL CHILDREN: THE MEDIATING IMPACT OF TEACHER-CHILD INTERACTIONS ON SOCIOEMOTIONAL AND BEHAVIORAL OUTCOMES"

Abstract

This narrative review examines the development of self-regulation in bilingual children and the critical role of teacher-child interactions in fostering cognitive, emotional, and behavioral regulation. Given the rising number of bilingual and migrant students worldwide, understanding how bilingualism and educational environments affect self-regulatory skills is increasingly important. Drawing on empirical and theoretical studies published between 2010 and 2025, the review synthesizes evidence on bilingual children’s executive functions, vocabulary development, and socioemotional outcomes. Findings indicate that bilingualism confers advantages in cognitive flexibility and inhibitory control, yet these benefits are strongly mediated by quality interactions with culturally responsive and linguistically sensitive teachers. Teacher support, structured language-rich instruction, and positive relational dynamics contribute significantly to bilingual children’s capacity to regulate emotions and behaviors effectively. The review also highlights socioeconomic disparities and educational policy gaps that affect bilingual learners’ self-regulatory development. Implications for research, classroom practice, and policy underscore the necessity of targeted teacher training and inclusive strategies to optimize bilingual students' psychological well-being and academic success. This synthesis provides an integrative perspective to guide future investigations and educational interventions aimed at supporting bilingual children’s holistic development