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

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.