A systematic review of bilingual education teachers’ competences

Aiello, 2017, Preparing teachers in Italy for CLIL: Reflections on assessment, language proficiency and willingness to communicate, International Journal of Bilingual Education and Bilingualism, 20, 69, 10.1080/13670050.2015.1041873 Alexander, 2020, Methodological guidance paper: The art and science of quality systematic reviews, Review of Educational Research, 90, 6, 10.3102/0034654319854352 Alfaro, 2019, Preparing critically conscious dual-language teachers: Recognizing and interrupting dominant ideologies, Theory into Practice, 58, 194, 10.1080/00405841.2019.1569400 Alfaro, 2017, Preparing ideologically clear bilingual teachers: Honoring working-class non-standard language use in the bilingual education classroom, Issues in Teacher Education, 26, 11 Alfaro, 2010, International teacher professional development: Teacher reflections of authentic teaching and learning experiences, Teaching Education, 21, 47, 10.1080/10476210903466943 Amos, 2020, Are you gonna take my job away?”: Latina bilingual education teachers' relationships with white colleagues in a white racial frame, Urban Education, 55, 640, 10.1177/0042085916656900 Anthony-Stevens, 2018, Transborder Indigenous education: Survivance and border thinking in the professional development and practice of maestros indigenas, Association of Mexican American Educators Journal, 12, 92, 10.24974/amae.12.2.396 Aquino-Sterling, 2016, Responding to the call: Developing and assessing pedagogical Spanish competencies in bilingual teacher education, Bilingual Research Journal, 39, 50, 10.1080/15235882.2016.1139519 Aquino-Sterling, 2016, Developing teaching-specific Spanish competencies in bilingual teacher education: Toward a culturally, linguistically, and professionally relevant approach, Multicultural Perspectives, 18, 73, 10.1080/15210960.2016.1152894 Arco-Tirado, 2018, Skills learning through a bilingual mentors program in higher education, International Journal of Bilingual Education and Bilingualism, 21, 1030, 10.1080/13670050.2016.1228601 Banegas, 2020, Content and language integrated learning in Latin America 2008-2018: Ten years of research and practice, Studies in Second Language Learning and Teaching, 10, 283, 10.14746/ssllt.2020.10.2.4 Barrios, 2020, CLIL methodology, materials and resources, and assessment in a monolingual context: An analysis of stakeholders' perceptions in Andalusia, Language Learning Journal, 48, 60, 10.1080/09571736.2018.1544269 Baumert, 2013, The COACTIV model of teachers' professional competence, 25 Beauchamp, 2015, Reflection in teacher education: Issues emerging from a review of current literature, Reflective Practice, 16, 123, 10.1080/14623943.2014.982525 Bertaux, 2010 Blum Martinez, 2010, Preparing teachers of bilingual students, The Yearbook of the National Society for the Study of Education, 109, 319 Briceño, 2018, En español esa palabra no tiene ningún sentido:” a cross-case analysis of three Mexican American dual language teachers' language ideologies and instructional differences, International Multidisciplinary Research Journal, 12, 288 Briceño, 2018, From English learner to Spanish learner: Raciolinguistic beliefs that influence heritage Spanish speaking teacher candidates, Language and Education, 32, 212, 10.1080/09500782.2018.1429464 Bromme, 2001, Teacher expertise, 15459 Caena, 2014, Teacher competence frameworks in Europe: Policy-as-discourse and policy-as-practice, European Journal of Education, 49, 311, 10.1111/ejed.12088 Caldas, 2019, To switch or not to switch: Bilingual preservice teachers and translanguaging in teaching and learning, TESOL Journal, 10, 10.1002/tesj.485 Calderón, 1997 Cammarata, 2012, Balancing content and language in instruction: The experience of immersion teachers, The Modern Language Journal, 96, 251, 10.1111/j.1540-4781.2012.01330.x Cenoz, 2015, Content-based instruction and content and language integrated learning: The same or different?, Language Culture and Curriculum, 28, 8, 10.1080/07908318.2014.1000922 Cinganotto, 2016, CLIL in Italy: A general overview, Latin American Journal of Content & Language Integrated Learning, 9, 374, 10.5294/laclil.2016.9.2.6 Cinganotto, 2015, The role of videos in the teaching and learning of content in a foreign language, Journal of e-Learning and Knowledge Society, 11, 49 Collier, 2004, The astounding effectiveness of dual language education for all, NABE Journal of Research and Practice, 2, 1 Coonan, 2011, CLIL in (language) teacher training, Studi Di Glottodidattica, 5, 1 Coyle, 2010 Critical Appraisal Skills Programme, 2018 Cruz, 2000 Cummins, 1979, Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working papers on bilingualism, no. 19, Working Papers on Bilingualism, 19, 197 Cummins, 2017, Teaching minoritized students: Are additive approaches legitimate?, Harvard Educational Review, 87, 404, 10.17763/1943-5045-87.3.404 Custodio-Espinar, 2020, Influencing factors on in-service teachers' competence in planning CLIL, Latin American Journal of Content & Language Integrated Learning, 12, 207, 10.5294/laclil.2019.12.2.2 Czura, 2009, Bilingual education and the emergence of CLIL in Poland, 172 Dafouz-Milne, 2010, CLIL across contexts: A scaffolding framework for CLIL teacher education, Vienna English Working Papers, 3, 12 Dale, 2011 Dalton-Puffer, 2014, You can stand under my umbrella”: Immersion, CLIL and bilingual education. A response to Cenoz, Genesee & Gorter (2013), Applied Linguistics, 35, 213, 10.1093/applin/amu010 Dalton-Puffer, 2014, Content and language integrated learning, Language Learning Journal, 42, 117, 10.1080/09571736.2014.891370 Darling-Hammond, 2000, Teacher quality and student achievement, Education Policy Analysis Archives, 8, 1, 10.14507/epaa.v8n1.2000 Deakin Crick, 2008, Pedagogy for citizenship, 31 Dubetz, 2011, Teacher advocacy in bilingual programs, Bilingual Research Journal, 34, 248, 10.1080/15235882.2011.623603 Durán-Martínez, 2016, A contrastive analysis between novice and expert teachers' perceptions of school bilingual programmes, Cultura y Educación, 28, 738, 10.1080/11356405.2016.1237339 Ekiaka-Oblazamengo, 2018 Escobar Urmeneta, 2010, Pre-service CLIL teacher-education in catalonia: Expert and novice practitioners teaching and reflecting together, 188 Escobar Urmeneta, 2017, Classroom interactional competence in content and language integrated learning, 183 Eurydice, 2008 Fernández Costales, 2014, New approaches in English language teaching: Teacher training in the framework of content and language integrated learning, Magister, 26, 18, 10.1016/S0212-6796(14)70014-3 Fitts, 2010, Exploring questions of social justice in bilingual/bicultural teacher education: Towards a parity of participation, The Urban Review, 42, 373, 10.1007/s11256-009-0139-9 Franco-Fuenmayor, 2015, Investigating bilingual/esl teachers' knowledge and professional development opportunities in a large suburban school district in Texas, Bilingual Research Journal, 38, 336, 10.1080/15235882.2015.1091049 Freire, 2021 Gándara, 2017, Bilingual education in the United States, 439 Garcia, 1991, Effective instruction for language minority students: The teacher, Journal of Education, 173, 130, 10.1177/002205749117300210 García Laborda, 2020, Attitudinal trends in CLIL assessment: A pilot study, Tejuelo, 31, 325 Gay, 2003, Developing cultural critical consciousness and self-reflection in preservice teacher education, Theory into Practice, 42, 181, 10.1207/s15430421tip4203_3 Genesee, 2013, Two case studies of content-based language education, Journal of Immersion and Content-Based Language Education, 1, 3, 10.1075/jicb.1.1.02gen Giraldo, 2018, Language assessment literacy for pre-service teachers: Course expectations from different stakeholders, GiST Education and Learning Research Journal, 16, 56, 10.26817/16925777.425 Gnutzmann, 2015, Kritische Überlegungen zur Ausbildung von CLIL-Lehrern [Critical reflections on CLIL teacher training], 331 Grant, 1997, Testing the language proficiency of bilingual teachers: Arizona's Spanish proficiency test, Language Testing, 14, 23, 10.1177/026553229701400103 Guerrero, 1997, Spanish academic language proficiency: The case of bilingual education teachers in the US, Bilingual Research Journal, 21, 65, 10.1080/15235882.1997.10815602 Guerrero, 1998, Current issues in the Spanish language proficiency of bilingual education teachers, Texas Papers in Foreign Language Education, 3, 135 Guerrero, 1999, Spanish academic language proficiency of bilingual education teachers: Is there equity?, Equity & Excellence in Education, 32, 56, 10.1080/1066568990320106 Guerrero, 2003, Acquiring and participating in the use of academic Spanish: Four novice latina bilingual education teachers' stories, Journal of Latinos and Education, 2, 159, 10.1207/S1532771XJLE0203_03 Guerrero, 2018, The national dual language education teacher preparation standards, Dual Language Education of New Mexico Haddaway, 2020, PRISMA2020: R package and ShinyApp for producing PRISMA 2020 compliant flow diagrams [computer software], Zenodo Hartono, 2016, Communicative competence assessment for teachers of bilingual schools in Indonesia, The Asian EFL Journal, 91, 46 Hattie, 2008 Hatton, 1995, Reflection in teacher education: Towards definition and implementation, Teaching and Teacher Education, 11, 33, 10.1016/0742-051X(94)00012-U Henderson, 2020 Hernández, 2017, Reflective and transformative practice in bilingual teacher preparation: Examining cross-cultural and linguistic equity, Issues in Teacher Education, 26, 67 Hernández, 2020, Naming and confronting the challenges of bilingual teacher preparation: A dilemma for dual language education in California – lessons learned, NABE Journal of Research and Practice, 10, 31, 10.1080/26390043.2019.1653053 Herrera, 2020 Hillyard, 2011, First steps in CLIL: Training the teachers, Latin American Journal of Content & Language Integrated Learning, 4, 1, 10.5294/laclil.2011.4.2.1 Hood, 2020, Two‐way immersion teacher preparation, Foreign Language Annals, 53, 128, 10.1111/flan.12441 Hurajova, 2019, Contribution of CLIL methodology to the development of bilingualism and bilingual language competence of Slovak secondary-school students, European Journal of Educational Research, 8, 905, 10.12973/eu-jer.8.4.905 Hüttner, 2013, The power of beliefs: Lay theories and their influence on the implementation of CLIL programmes, International Journal of Bilingual Education and Bilingualism, 16, 267, 10.1080/13670050.2013.777385 Izquierdo, 2016, Sciencepro project: Towards excellence in bilingual teaching, Estudios Sobre Educacion, 31, 159, 10.15581/004.31.159-175 Jäppinen, 2006, CLIL and future learning, 22 Johannessen, 2002, Bilingual academic Spanish proficiency tests: Assessment of bilingual cross-cultural and language and academic development teacher candidates, Bilingual Research Journal, 26, 563, 10.1080/15235882.2002.10162578 Jong, 2015, Mainstream teachers in two-way immersion programs: Becoming content and language teachers, 107 van Kampen, 2020, Do we all share the same goals for content and language integrated learning (CLIL)? Specialist and practitioner perceptions of ‘ideal’ CLIL pedagogies in The Netherlands, International Journal of Bilingual Education and Bilingualism, 23, 855, 10.1080/13670050.2017.1411332 Kennedy, 2016, How does professional development improve teaching?, Review of Educational Research, 86, 945, 10.3102/0034654315626800 Knudson, 1998 Koopman, 2014, Exploring content teachers' knowledge of language pedagogy: A report on a small-scale research project in a Dutch CLIL context, Language Learning Journal, 42, 123, 10.1080/09571736.2014.889974 Kunter, 2013, Professional competence of teachers: Effects on instructional quality and student development, Journal of Educational Psychology, 105, 805, 10.1037/a0032583 La Garza, 2016, Pedagogical mentorship as an in-service training resource: Perspectives from teachers in Guatemalan rural and indigenous schools, Global Education Review, 3, 45 Leisen, 2015, Lehrerkompetenzen für den CLIL-Unterricht [Teacher competences for CLIL teaching], Zeitschrift für Interkulturellen Fremdsprachenunterricht, 20 Lemberger, 2011, Perspectives on teacher quality: Bilingual education and esl teacher certification, test-taking experiences, and instructional practices, Journal of Multilingual Education Research, 2 Limerick, 2020, What's the linguistic variety of audit culture? Administering an indigenous language proficiency exam in Ecuador's intercultural bilingual education, Anthropology & Education Quarterly, 51, 282, 10.1111/aeq.12343 Liu, 2020, Pre-service teachers' beliefs about language learning inventory (balli) on bilingualism: Getting insights to developing knowledge, English Language Teaching, 13, 30, 10.5539/elt.v13n9p30 Lopriore, 2020, Reframing teaching knowledge in content and language integrated learning (CLIL): A European perspective, Language Teaching Research, 24, 94, 10.1177/1362168818777518 Lorenzo, 2008, Instructional discourse in bilingual settings. An empirical study of linguistic adjustments in content and language integrated learning, Language Learning Journal, 36, 21, 10.1080/09571730801988470 Maljers Maroney Marsh, 2001, Profiling European CLIL classrooms: Languages open doors, European Platform for Dutch Education Marsh, 2011 Mattheoudakis, 2017, Sketching the profile of the CLIL instructor in Greece, Research Papers in Language Teaching and Learning, 8, 110 Maulana, 2021, Observed teaching behaviour in secondary education across six countries: Measurement invariance and indication of cross-national variations, School Effectiveness and School Improvement, 32, 64, 10.1080/09243453.2020.1777170 May, 2013, Indigenous immersion education, Journal of Immersion and Content-Based Language Education, 1, 34, 10.1075/jicb.1.1.03may May, 2007, Secondary literacy across the curriculum: Challenges and possibilities, Language and Education, 21, 370, 10.2167/le797.0 McFarland, 1995 McIvor, 2017, Indigenous bilingual and revitalization-immersion education in Canada and the USA, 421 Mehisto, 2008 Méndez García, 2012, Investigating the coexistence of the mother tongue and the foreign language through teacher collaboration in CLIL contexts: Perceptions and practice of the teachers involved in the plurilingual programme in Andalusia, International Journal of Bilingual Education and Bilingualism, 15, 573, 10.1080/13670050.2012.670195 Menken, 2001 Mishra, 2006, Technological pedagogical content knowledge: A framework for teacher knowledge, Teachers College Record, 108, 1017, 10.1111/j.1467-9620.2006.00684.x Moate, 2011, The impact of foreign language mediated teaching on teachers' sense of professional integrity in the CLIL classroom, European Journal of Teacher Education, 34, 333, 10.1080/02619768.2011.585023 Morton, 2016, Conceptualizing and investigating teachers' knowledge for integrating content and language in content-based instruction, Journal of Immersion and Content-Based Language Education, 4, 144, 10.1075/jicb.4.2.01mor Morton, 2018, Reconceptualizing and describing teachers' knowledge of language for content and language integrated learning (CLIL), International Journal of Bilingual Education and Bilingualism, 21, 275, 10.1080/13670050.2017.1383352 Murillo, 2018 Novotná, 2001, Teacher training for CLIL –competences of a CLIL teacher, Proceedings SEMT, 1, 122 2018 Opfer, 2011, Conceptualizing teacher professional learning, Review of Educational Research, 81, 376, 10.3102/0034654311413609 Ostorga, 2020, Preparing bilingual teachers on the U.S./Mexico border: Including the voices of emergent bilinguals, International Journal of Bilingual Education and Bilingualism, 23, 1225, 10.1080/13670050.2018.1438348 Otheguy, 2015, Clarifying translanguaging and deconstructing named languages: A perspective from linguistics, Applied Linguistics Review, 6, 281, 10.1515/applirev-2015-0014 Ouzzani, 2016, Rayyan-a web and mobile app for systematic reviews, Systematic Reviews, 5, 210, 10.1186/s13643-016-0384-4 Page, 2021, The prisma 2020 statement: An updated guideline for reporting systematic reviews, BMJ, 372 Page, 2021, PRISMA 2020 explanation and elaboration: Updated guidance and exemplars for reporting systematic reviews, BMJ, 372, 1 Palmer, 2019, Bilingualism, biliteracy, biculturalism, and critical consciousness for all: Proposing a fourth fundamental goal for two-way dual language education, Theory into Practice, 58, 121, 10.1080/00405841.2019.1569376 Pavón, 2013, Examining teacher roles and competences in content and language integrated learning (CLIL), Linguarum Arena, 4, 65 Pavón, 2020, Keys issues in developing teachers' competences for CLIL in Andalusia: Training, mobility and coordination, Language Learning Journal, 48, 81, 10.1080/09571736.2019.1642940 Pavón, 2010, Teachers' concerns and uncertainties about the introduction of CLIL programmes, Porta Lingarium, 45 Pérez Agustín, 2019, Meeting CLIL teachers' training and professional development needs, NABE Journal of Research and Practice, 9, 119, 10.1080/26390043.2019.1634961 Pérez Cañado, 2016, Are teachers ready for CLIL? Evidence from a European study, European Journal of Teacher Education, 39, 202, 10.1080/02619768.2016.1138104 Pérez Cañado, 2016, Teacher training needs for bilingual education: In-service teacher perceptions, International Journal of Bilingual Education and Bilingualism, 19, 266, 10.1080/13670050.2014.980778 Pérez Cañado, 2018, Innovations and challenges in CLIL teacher training, Theory into Practice, 57, 1, 10.1080/00405841.2018.1492238 Pérez Cañado, 2015, Introduction and overview, 1 Pistorio, 2009, Teacher training and competences for effective CLIL teaching in Argentina, Latin American Journal of Content & Language Integrated Learning, 2, 37, 10.5294/laclil.2009.2.2.14 Porcedda, 2020, CLIL teacher training: Lacks and suggestions from a systematic literature review, Enseñanza & Teaching: Revista Interuniversitaria De Didáctica, 38, 49, 10.14201/et20203814968 Quero Hermosilla, 2017, The formation of the bilingual secondary school teachers in Andalusia (Spain), The International Journal of Diversity in Education, 17, 37, 10.18848/2327-0020/CGP/v17i03/37-46 Quezada, 2019, Developing culturally proficient teachers for dual-language classrooms, Theory into Practice, 58, 185, 10.1080/00405841.2019.1569398 Ramírez, 2016, Advocating for language rights: Critical latina bilingual teachers creating bilingual space in Arizona, Bilingual Research Journal, 39, 296, 10.1080/15235882.2016.1238856 Relaño Pastor, 2020, Native speakerism and the construction of CLIL competence in teaching partnerships: Reshaping participation frameworks in the bilingual classroom, Language and Education, 34, 469, 10.1080/09500782.2020.1762633 Riley, 2017, ¡guiamos! : A university-based program for pre-service bilingual and esl teachers, Bilingual Research Journal, 40, 406, 10.1080/15235882.2017.1385547 Robinson, 2020, Fears and worries of future CLIL teachers: Methodology course design, Humanising Language Teaching, 22 Rodríguez-Valls, 2017, Teaching social studies in Spanish in dual immersion middle schools: A biliterate approach to history, Cogent Education, 4, 10.1080/2331186X.2017.1326202 Román, 2019, Internal linguistic discrimination: A survey of bilingual teachers' language attitudes toward their heritage students' Spanish, Bilingual Research Journal, 42, 6, 10.1080/15235882.2018.1563006 Rubio-Alcalá, 2019, A systematic review on evidences supporting quality indicators of bilingual, plurilingual and multilingual programs in higher education, Educational Research Review, 27, 191, 10.1016/j.edurev.2019.03.003 Santibañez, 2018 Schauwienold-Rieger, 2012 Schneider, 2022, Facilitating open science practices for research syntheses: PreregRS guides preregistration, Research Synthesis Methods, 13, 284, 10.1002/jrsm.1540 Shulman, 1986, Those who understand: Knowledge growth in teaching, Educational Researcher, 15, 4, 10.3102/0013189X015002004 Shulman, 1987, Knowledge and teaching:foundations of the new reform, Harvard Educational Review, 57, 1, 10.17763/haer.57.1.j463w79r56455411 Sierens, 2018, The effects of raising language awareness in mainstream and language classrooms: A literature review (1995–2013), 21 Sutterby, 2005, El sendero torcido al español [the twisted path to Spanish]: The development of bilingual teachers' Spanish-language proficiency, Bilingual Research Journal, 29, 435, 10.1080/15235882.2005.10162843 Szwed, 2019, The role of language ideologies in the self-efficacy of preservice bilingual education teachers, Bilingual Research Journal, 42, 178, 10.1080/15235882.2019.1593262 Valenta, 2009, ‘Who wants to be a travelling teacher?’ bilingual teachers and weak forms of bilingual education: The Norwegian experience, European Journal of Teacher Education, 32, 21, 10.1080/02619760802509123 Varghese, 2004, Professional development for bilingual teachers in the United States: A site for articulating and contesting professional roles, International Journal of Bilingual Education and Bilingualism, 7, 222, 10.1080/13670050408667810 Varghese, 2018, Critically examining the agency and professional identity development of novice dual language teachers through figured worlds, International Multidisciplinary Research Journal, 12, 145 Villegas, 1993 Vomvoridi-Ivanović, 2012, Estoy acostumbrada hablar inglã©s”: Latin@ pre-service teachers' struggles to use Spanish in a bilingual afterschool mathematics program, Journal of Urban Mathematics Education, 5, 87 Walsh, 2011 Weinert, 2001, Concept of competence: A conceptual clarification, 45 Whitehead, 2007, Literacy assessment practices: Moving from standardised to ecologically valid assessments in secondary schools, Language and Education, 21, 434, 10.2167/le801.0 Wright, 2017, Key concepts in bilingual education, 65 Zhorabekova, 2015, Formation of future teachers' professional competence on the basis of polylingual approach: The state analysis, International Education Studies, 8, 130, 10.5539/ies.v8n12p130 Zúñiga, 2019, Supporting “pedagogical” Spanish language competencies: Bilingual teacher education en la frontera, Teacher Education Quarterly, 46, 79