Gestión del bilingüismo en educación primaria y secundaria: una revisión sistemática

Juan Andrés Ducuara Perdomo; Carola Gómez Medina

doi:10.5294/edu.2025.28.3.5

Authors

Juan Andrés Ducuara Perdomo Author Universidad Antonio Nariño https://orcid.org/0009-0001-6241-3332
Carola Gómez Medina Author Universidad Antonio Nariño https://orcid.org/0000-0002-5003-938X

DOI:

https://doi.org/10.5294/edu.2025.28.3.5

Keywords:

Bilingualism, basic education, bilingual education, educational management, educational policy

Abstract

This review synthesizes advances in the management of bilingualism programs in primary and secondary education, analysing four areas: problems, methodologies, conceptual frameworks, and key findings, with the aim of guiding future research. Following the prisma methodology, out of a total of 392 studies, 12 met the selection criteria. The protocol was registered in prospero, and the methodological quality was evaluated using the MMAT tool, confirming high rigor in the selected studies. A data extraction matrix was used for information analysis. The results highlight four main problems: insufficient teacher and leadership training, the reproduction of social inequalities, the absence of context-specific studies, and tensions between centralized policies and local school realities. Qualitative approaches predominate, along with conceptual frameworks centred on bilingual models (CLIL/immersion), teacher training, and educational management. The findings reveal a persistent gap between policy and practice, underscoring the need for flexible management models built from the institutional base. The future research agendas should delve deeper into the study of organizational aspects, educational agency, and context-based leadership within school communities.

Downloads

Download data is not yet available.

References

Ali, A. (2020). Prospects and challenges of dynamic bilingual education in the light of Pakistan’s language policy. IARS’ International Research Journal, 10. https://www.redalyc.org/journal/6638/663873429003/html/

Alonso-Belmonte, I. y Fernández-Agüero, M. (2021). Teachers’ narratives of resistance to Madrid’s bilingual programme: An exploratory study in secondary education. Linguistics and Education, 63. https://doi.org/10.1016/j.linged.2021.100925

Amalia, I. y Marzuki, A. G. (2023). The implementation of bilingual class program in Islamic elementary school. Al-Ta Lim Journal, 30(1), 74-84. https://doi.org/10.15548/jt.v30i1.738

Beroiza, F. (2022). Fundamentos y discusiones epistemológicas en torno a la investigación educativa. Contextos, 50, 132-154. http://revistas.umce.cl/index.php/contextos/article/view/1670

Breslin, D. y Gatrell, C. (2023). Theorizing through literature reviews: The miner-prospector continuum. Organizational Research Methods, 26(1), 139-167. https://doi.org/10.1177/1094428120943288

Brydges, M. y Batt, A. M. (2023). Untangling the web: The need for theory, theoretical frameworks, and conceptual frameworks in paramedic research. Paramedicine, 20(4), 89-93. https://doi.org/10.1177/27536386231177348

Caballero Meneses, S. Y., Vergara Causo, E. S., Gardi Melgarejo, V. y Rodríguez-Barboza, J. R. (2024). Metodologías activas en la educación latinoamericana: una revisión sistemática sobre su impacto en el aprendizaje significativo. Zenodo. https://doi.org/10.5281/zenodo.16076292

Ceballos, N. y Saiz, Á. (2020). ¿Es posible la mejora educativa desde los centros? El papel de la organización escolar en los procesos internos de cambio. Aula Abierta, 49(2), 151-158. https://doi.org/10.17811/RIFIE.49.2.2020.151-158

Chacón, L. (2014). Gestión educativa del siglo XXI: bajo el paradigma emergente de la complejidad. Omnia, 20(2), 150-161. https://www.redalyc.org/pdf/737/73735396006.pdf

Chesnut, C. E. y Morita-Mullaney, T. (2024). Dueling roles in dual language education: Exploring leader identity development in dual language strands. Educational Administration Quarterly, 60(1), 3-36. https://doi.org/10.1177/0013161X231211869

Chigbu, U. E., Atiku, S. O. y Du Plessis, C. C. (2023). The science of literature reviews: Searching, identifying, selecting, and synthesising. Publications, 11(1), 2. https://doi.org/10.3390/publications11010002

Cohen, L., Manion, L. y Morrison, K. (2018). Research methods in education (8 ed.). Routledge.

Congreso de la República de Colombia. (2013). Ley 1651 de 12 de julio. Por medio de la cual se modifican los artículos 13, 20, 21, 22, 30 y 38 de la Ley 115 de 1994 y se dictan otras disposiciones-ley de bilingüismo. https://n9.cl/atth2

Creswell, J. (2014). Research design- qualitative, quantitative, and mixed methods approaches (4 ed.). Sage.

Creswell, J. y Poth, C. N. (2018). Qualitative inquiry and research design. Sage.

Fandiño, Y. (2014). Bogotá bilingüe: tensión entre política, currículo y realidad escolar. Educación y Educadores, 17(2), 215-236. https://doi.org/10.5294/edu.2014.17.2.1

Fandiño, Y., Bermúdez, J. y Lugo, V. (2012). Retos del Programa Nacional de Bilingüismo. Colombia Bilingüe. Educació y Educadores, 15(3), 363-381. https://www.redalyc.org/pdf/834/83428627002.pdf

Flick, U. (2018). An introduction to qualitative research. Sage.

Flyvbjerg, B. (2006). Five misunderstandings about case-study research. Qualitative Inquiry, 12(2), 219-245. https://doi.org/10.1177/1077800405284363

Frickel, S. y Gross, N. (2005). A general theory of scientific/intellectual movements. American Sociological Review, 70(2), 204-232. https://doi.org/10.1177/000312240507000202

Herzog, M. H., Francis, G. y Clarke, A. (2019). Anova. En Understanding Statistics and Experimental Design (pp. 67-82). Springer.

Hessels, L. K. y Van Lente, H. (2008). Re-thinking new knowledge production: A literature review and a research agenda. Research Policy, 37(4), 740-760. https://doi.org/10.1016/j.respol.2008.01.008

Hiebl, M. R. W. (2023). Literature reviews of qualitative accounting research: challenges and opportunities. Qualitative Research in Accounting & Management, 20(3), 309-336. https://doi.org/10.1108/QRAM-12-2021-0222

Hong, Q., Pluye, P., Fàbregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M.-P., Griffiths, F., Nicolau, B., Rousseau, M.-C. y Vedel, I. (2018). Mixed methods appraisal tool (MMAT) version 2018. User guide. [Wiki pública]. http://mixedmethodsappraisaltoolpublic.pbworks.com/

Hung, L. y Liu, M. (2024). From a public school to an IB school: experiences and challenges for curriculum transformation in a junior high school in Taiwan. Asia Pacific Education Review, 25(2), 411-424. https://n9.cl/8n0hw

Kraus, S., Breier, M., Lim, W. M., Dabić, M., Kumar, S., Kanbach, D., Mukherjee, D., Corvello, V., Piñeiro-Chousa, J., Liguori, E., Palacios-Marqués, D., Schiavone, F., Ferraris, A., Fernandes, C. y Ferreira, J. J. (2022). Literature reviews as independent studies: Guidelines for academic practice. Review of Managerial Science, 16(8), 2577-2595. https://doi.org/10.1007/s11846-022-00588-8

Kuhn, T. S. y Hacking, I. (2012). The structure of scientific revolutions: 50th anniversary edition. The University of Chicago Press.

Lai, C.-J. (2024). Evaluating dual language education programs in Taiwan: Structure, instruction, and learning outcomes. International Education Studies, 17(1), 34. https://doi.org/10.5539/ies.v17n1p34

Linnenluecke, M. K., Marrone, M. y Singh, A. K. (2020). Conducting systematic literature reviews and bibliometric analyses. Australian Journal of Management, 45(2), 175-194. https://doi.org/10.1177/0312896219877678

Longino, H. E. (2022). What’s Social about Social Epistemology? The Journal of Philosophy, 119(4), 169-195. https://doi.org/10.5840/jphil2022119413

Ma, K. (2023). The challenges and solutions in bilingual education. Lecture Notes in Education Psychology and Public Media, 24(1), 242-248. https://doi.org/10.54254/2753-7048/24/20230740

Macfarlane, B. (2006). The academic citizen. Routledge.

Menken, K., Espinet, I. y Avni, S. (2024). “There was nothing here”: School leaders using dual language bilingual education programs as a formula to re-engineer student populations for school turnaround. Educational Policy, 38(2), 448-478. https://doi.org/10.1177/08959048231159919

Ministerio de Educación de Brasil. (2018). Base Nacional Comum Curricular. https://basenacionalcomum.mec.gov.br/images/BNCC_EI_EF_110518_versaofinal_site.pdf

Ministerio de Educación de Chile. (2004b). Programa de Inglés Abre Puertas (PIAP). https://ingles.mineduc.cl/programa-ingles-abre-puertas/?utm

Ministerio de Educación de Chile. (2004a). Decreto 81. Reglamenta programa de fortalecimiento del aprendizaje del idioma inglés en la enseñanza básica y media de los establecimientos educacionales regidos por el decreto con Fuerza de ley No. 2, de 1998, del Ministerio de Educación y por el Decreto Ley No. 3.166, de 1980. Biblioteca del Congreso Nacional de Chile. https://www.bcn.cl/leychile/navegar?idNorma=226283

Ministerio de Educación del Ecuador. (2014). Acuerdo Ministerial No. 0052-14. https://educacion.gob.ec/wp-content/uploads/downloads/2014/03/ACUERDO-052-14.pdf

MEN - Ministerio de Educación Nacional. (2005). Bases para una nación bilingüe y competitiva. Altablero [portal web]. https://www.mineducacion.gov.co/1621/article-97498.html

MEN - Ministerio de Educación Nacional. (2006). Estándares básicos de competencias en lengua extranjera: Inglés. https://www.mineducacion.gov.co/1780/articles-115174_archivo_pdf.pdf

MEN - Ministerio de Educación Nacional. (2014). Programa Nacional de Inglés: Colombia Very Well! https://www.mineducacion.gov.co/1759/articles-343837_Programa_Nacional_Ingles.pdf

Muniroh, S., Febrianti, Y., Kusumaningrum, S. R., Rachmajanti, S. y Sobri, A. Y. (2022). Challenges in managing bilingual schools: A solution through higher education for prospective leaders. European Journal of Educational Research, 11(4), 2513-2522. https://doi.org/10.12973/eu-jer.11.4.2513

Ortega, J. y Hughes, S. (2017). Key Issues in the Management of Bilingual Education. En Bilingual education: Educational trends and key concepts (pp. 117-128). Ministerio de Educación, Cultura y Deporte.

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The prisma 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372. https://doi.org/10.1136/bmj.n71

Ponce, O. A., Galán, G. y Pagán-Maldonado, N. (2017). Philosophy of science and educational research: Strategies for scientific effectiveness and improvement of the education. European Journal of Science and Theology, 3, 137-147. https://n9.cl/8u7sx

Pozner, P. (2018). Gestión educativa estratégica Módulo 2: Competencias para la Profesionalización de la Gestión Educativa. IIPE.

Presidência da República - Casa Civil. (2017). Lei N 13.415, de 16 de fevereiro de 2017. Institui a Política de Fomento à Implementação de Escolas de Ensino Médio em Tempo Integral. http://www.planalto.gov.br/ccivil_03/_ato2015-2018/2017/lei/l13415.htm

Romo, B. y Durán, R. (2019). The human factor in primary bilingual programs: The management teams’ perspective. Porta Linguarum, 31, 131-145. https://revistaseug.ugr.es/index.php/portalin/article/view/13831

Sale, J. E. M. y Carlin, L. (2025). The reliance on conceptual frameworks in qualitative research—a way forward. BMC Medical Research Methodology, 25(1), 36. https://doi.org/10.1186/s12874-025-02461-0

Sarewitz, D. (2016). Saving science. The New Atlantis, 49, 4-40.

Savin-Baden, M. y Major, C. H. (2023). Qualitative research: the essential guide to theory and practice. Routledge.

Secretaría de Educación Pública. (2019). Acuerdo número 09/02/19 por el que se emiten las reglas de operación del Programa Nacional de Inglés para el ejercicio fiscal 2019. https://sidof.segob.gob.mx/notas/docFuente/5551817?utm_source=chatgpt.com

Silva Neto, V. (2020). The emerging research field of sustainability transitions. Transversal: International Journal for the Historiography of Science, 9. https://doi.org/10.24117/2526-2270.2020.i9.04

Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333-339. https://doi.org/10.1016/j.jbusres.2019.07.039

Sugimoto, A. T. (2021). The back burner: A teacher´s Dilemmas when working with English learners in a school with few English learners. The Journal of Education, 201(1), 10-18. https://doi.org/10.2307/27116138

Teddlie, Ch., Tashakkori, A. y Johnson, R. B. (2021). Foundations of mixed methods research: integrating quantitative and qualitative approaches in the social and behavioral sciences. Sage.

Tejedor Tejedor, F. J. (2018). Investigación educativa: la utilidad como criterio social de calidad. Revista de Investigación Educativa, 36(2), 315-330. https://doi.org/10.6018/rie.36.2.326311

Torres-Acurio, J. y Turpo-Chaparro, J. E. (2024). Bilingual intercultural educational management in rural Peruvian institutions in times of Covid-19. Praxis Educativa, 19. https://doi.org/10.5212/PRAXEDUC.V.19.22824.024

Uidhir, G. N. y Ceallaigh, T. J. ó. (2023). Unmasking essential Irish-medium immersion specific teacher competences. The Irish Journal of Education, 47, 53-75. https://n9.cl/9ca4sl

Van Riel, A. y Snyder, H. (2024). Enhancing the impact of literature reviews: Guidelines for making meaningful contributions. Spanish Journal of Marketing - ESIC, 28(3), 250-265. https://doi.org/10.1108/SJME-05-2024-0125

Vanbuel, M. y Van den Branden, K. (2023). Examining the implementation of language education policies in mainstream primary schools. Language Policy, 22(2), 201-222. https://doi.org/10.1007/s10993-022-09631-6

Wenger, E., Fenton-O’Creevy, M., Hutchinson, S., Kubiak, Ch. y Wenger-Trayner, B. (2015). Learning in landscapes of practice: Boundaries, identity, and knowledgeability in practice-based learning. Routledge.