Review and Dissection of a Mulititude of Multilingual Policies: A Systematic Literature Review

Abstract

Countries adapt certain curriculum programs in their education departments to suit current pedagogical and linguistic trends. They likewise align their curriculum to meet certain targeted goals in order to increase the level of English proficiency among their citizens. This study investigated the prevalence of multilingual policies worldwide. The present study utilized the Systematic Literature Review as a method of dissecting the different articles reviewed. These were then recorded into a Repertory Grid. The articles were downloaded from the ERIC database, and a thorough inclusion-exclusion screening was conducted to arrive at the 40 articles considered for this SLR. The results of the screening were recorded into the 2020 PRISMA Chart, with a slight modification. The research revealed the most research concept, which is English as a Foreign Language/English as a Second Language/English as an Additional Language, while the least studied are language assessment and teachers’ individual agency. The most frequently utilized research method is the qualitative research design; conversely, the least used is the mixed methods. Future research should look into the possibility of conducting an investigation into language assessment or teachers’ individual agency, and incorporate the mixed method of research into their studies.