Assessing Key Determinants of Bilingual Education: An Examination of Language Policy, Bilingual Teacher Identity, and Student Language Proficiency

Abstract

This research delves into bilingual education's intricate dynamics, focusing on the impact of language policy, evolving teacher identities, and students' bilingual skills. It highlights how language policy significantly shapes instructional languages and pedagogical processes, thus influencing learning outcomes. As we navigate a globalized era, it underlines the need for further investigation into the realworld implications of these policies. The study also explores the transformative journey of teacher identities within bilingual education, noting how this evolution can influence teaching methodologies and learning outcomes. While it advocates reflective practices and imaginative engagement for shaping these identities, it underscores the necessity for additional research on these transformation processes. Furthermore, it accentuates the importance of students' bilingual competencies, which are crucial for academic achievement and intra-school social communication, and advocates for further empirical investigation to comprehend their development, assessment, and support. The research uncovers bilingual education's multifaceted nature, emphasizing the interplay between language policy, teacher identity, and student proficiency. It underscores the need for empirical research to validate the theoretical findings, address ongoing challenges, and promote a more inclusive, adaptable, and effective bilingual education system.