Bilingualism, Educational Inequality, and English Teachers’ Work in Colombia: Systematic Literature Review

Published

2026-07-24

Bilingüismo, desigualdad educativa y el trabajo de los profesores de inglés en Colombia: revisión sistemática de la literatura

Keywords:

Bilingual education, Colombia, Educational inequality, English language policy, Socioeconomic status (en)
Colombia, Desigualdad educativa, Educación bilingüe, Nivel socioeconómico, Política lingüística del inglés (es)

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Authors

Nelly Johana Álvarez Idarraga University of Salamanca https://orcid.org/0000-0002-4581-3625

Abstract (en)
Abstract (es)

This article presents a systematic review of the literature on bilingualism, educational inequality, and the work of English teachers in Colombia. The study analyzed research published between 2012 and 2024 and includes a longitudinal analysis of the results of the English component of the Saber 11 test (2017-2024). The findings reveal persistent gaps between the public and private sectors, as well as between urban and rural contexts, where socioeconomic status and territorial conditions influence learning opportunities, teaching resources, teacher development, and institutional capacity. The article concludes that an equity-oriented bilingualism policy requires territorial differentiation, redistribution of conditions and resources, and contextualized professional development.

Este artículo presenta una revisión sistemática de la literatura sobre el bilingüismo, la desigualdad educativa y el trabajo de los docentes de inglés en Colombia. El estudio analizó investigaciones publicadas entre 2012 y 2024 e incorporó un análisis longitudinal de los resultados del componente de inglés de la prueba Saber 11 (2017-2024). Los hallazgos muestran brechas persistentes entre los sectores público y privado, así como entre contextos urbanos y rurales, en los que el nivel socioeconómico y las condiciones territoriales influyen en las oportunidades de aprendizaje, los recursos de enseñanza, la formación docente y la capacidad institucional. Se concluye que una política de bilingüismo orientada a la equidad requiere diferenciación territorial, redistribución de condiciones y recursos, y desarrollo profesional contextualizado.

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