Advances in Bilingual Pedagogical Formulas: A View from the Systematic Review
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Abstract
The main objective of this research is to carry out a systematic review focused on the pedagogical formulas for the development of bilingualism of various academic communities at an international level. This systematic review is derived from an ongoing research macro-project entitled "Perceptions around the Implementation of Language Policies for the Development of Bilingualism in Public Institutions of Quindío". The methodology adopted is a systematic review under the PRISMA protocol (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) with an analytical approach. The information was filtered from different databases through the protocol to finally obtain the inclusion of articles and research in the analysis process. For the systematic review, specific inclusion and exclusion criteria, search strategies, and relationships between them were applied. The conclusions of the review highlight eleven bilingual pedagogical formulas on the rise: foreign language immersion (FL), partial immersion, conventional chair, total immersion, dual immersion, CLIL (content and language integrated learning), transitional bilingualism, alternate bilingualism, traditional L2, sustainable multilingualism, and accelerated language teaching. Together, these approaches highlight characteristics that drive the development of bilingualism in diverse academic communities through strategies applied at both the national and local levels.
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