Abstract

Bilingual education in Colombia has experienced notable developments over the past decade, driven by initiatives such as the National Bilingual Program (NBP) and Colombia Bilingüe. This study employs a PRISMA-based systematic review to analyze the evolution of bilingual education, focusing on policy development, implementation practices, and educational outcomes. Using theoretical frameworks such as Cummins’ BICS/CALP, Krashen’s Input Hypothesis, and Vygotsky’s Sociocultural Theory, the research examines the interplay of linguistic, cultural, and pedagogical factors. Findings reveal significant regional disparities, socio-economic challenges, and resource limitations that hinder equitable program implementation. The study underscores the importance of culturally responsive pedagogy and regionally adaptive policies to enhance program effectiveness. Recommendations include targeted teacher training, equitable resource allocation, and community engagement to foster inclusivity and reduce systemic inequalities. Future research should prioritize primary studies and longitudinal approaches to assess the long-term impacts of bilingual education on academic success and socio-economic mobility. This analysis provides actionable insights for policymakers, educators, and researchers to strengthen bilingual education strategies in Colombia.