<![CDATA[Indonesian is the language of instruction in early childhood education, yet many children in regions such as the Gayo highlands of Aceh grow up speaking a regional language at home. At the same time, Islamic early childhood education (PIAUD) aims to nurture religious and moral values alongside language development. Picture storybooks offer a natural meeting point for these two goals, but their use in Indonesian classrooms is often limited to teacher-centred read-alouds. This study aims to formulate a model of dialogic reading using Islamic picture storybooks to develop the Indonesian oral language of children aged 5–6 years from multilingual homes. Using an integrative literature review design, it applies thematic analysis to international research on shared and dialogic book reading, scaffolding, language input and bilingual development, together with recent studies published in this journal. The review produces four findings: dialogic reading consistently strengthens children’s oral language; the quality of teacher talk and scaffolding determines its effectiveness; children’s home languages can be used as a bridge to Indonesian rather than treated as an obstacle; and the narrative form of Islamic stories allows values to be internalized through conversation rather than instruction. The study proposes a four-phase Islamic Dialogic Reading model (preparation, dialogue, moral reflection and home extension). It contributes a practical framework for PIAUD teachers and teacher educators and recommends empirical testing of the model through classroom action research and quasi-experimental studies.]]>
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