A systematic review on evidences supporting quality indicators of bilingual, plurilingual and multilingual programs in higher education

Abstract

This systematic review intends to report on the strength of evidences supporting the quality indicators (predictors) attributed to higher education bilingual, plurilingual or multilingual practices and programs across four key dependent variables (outcomes) analyzed (i.e., student performance, second language proficiency, employment, and motivation and attitudes). The rapid growth of both offer and demand of this type of higher education and learning worldwide requires the implementation of high-quality evaluation strategies and techniques to measure potential causal links between interventions and results. To do so, a pre-specified systematic review protocol following the Campbell Collaboration (2015) recommendations is designed and implemented. The results suggest the urgent need to increase the primary research quality standards in this sub-discipline by reducing bias in the processes of designing, implementing and reporting research. Despite the scarcity of results sustained on statistical conclusions with the higher statistical power found in this review, specific results of the dependent variables indicate that this type of education benefits students’ performance and second language proficiency, with a higher impact on receptive skills. Although no results were obtained concerning student employment, other results point out that there is general satisfaction of participation with the programs. Finally, several recommendations on how to scale up those quality research standards in this sub-discipline are provided.