Bilingual Teacher Education: A Systematic Literature Review

• In Event: AERA Roundtable Session Sunday 7:45 am - Gold 3
  In Roundtable Session: Preparing and Supporting Bilingual Teachers

Abstract

In this systematic literature review, we examined empirical studies on bilingual teacher education programs published between 2004 and 2024. Drawing from 60 included studies, the review identifies key patterns in program design, including activities, aims, content, duration, and other features. Results highlight a growing emphasis on integrated, practice-based learning and reflective pedagogies, with coursework and practicum experiences as central components. Translanguaging emerged as the most frequently cited bilingual-specific theory, while many studies incorporated sociocultural, critical, or interdisciplinary frameworks. Despite wide variation, the findings underscore a shift toward linguistically responsive teacher preparation. We offer a comprehensive synthesis to inform future research, policy, and practice aimed at enhancing the effectiveness of bilingual teacher education in diverse educational contexts.

Authors

• Roya Pashmforoosh, Texas A&M University

• Amirpooya Dardashti, Texas A&M University

• Yanbing Chen, Texas A&M University

• Mohsen Bemani Mohammadabadi, Texas A&M University

• Hessameddin Ghanbar, Islamic Azad University