A systematic review of bilingual education teachers? competences

Ongoing globalisation processes call forth a need to foster students' intercultural competences and language skills. Simultaneously, teachers face an increasing diversity of students' first lan-guages and cultures within classrooms, demanding responsive and integrative practices from them which address all students. Bilingual education is one possible format in which these challenges can be met; however, it requires a high level of teacher professionalism. This sys-tematic literature review harvests international research on bilingual education teachers pub-lished between 1995 and 2020. It compares frameworks and research on bilingual education teachers' required competences for secondary education and generates a professional competence model for bilingual education teachers. This systematic review of 79 individual reports identifies a total of 16 converging competences, many focusing on language proficiency and pedagogical/ psychological knowledge. Furthermore, it yields important implications for bilingual teacher training such as the fostering of (academic) language proficiency, cooperation skills and knowl-edge of bilingual education research.