Implementation of Bilingual Learning to Support Student’s English Language Abilities in Elementary Schools

A Narrative Literature Review

Abstract

Bilingual learning that combines Indonesian and English is increasingly used in elementary schools, yet its implementation and outcomes are often described in general terms. This article reviews the literature on how bilingual learning is implemented in elementary schools, which teaching strategies are associated with students’ English skills, and which challenges are reported. The study used a qualitative descriptive narrative literature review of 23 sources (books and journal articles) published between 1978 and 2025. Sources were selected for their relevance to bilingual learning, English language skills, and the elementary school level, and were analyzed thematically. The reviewed literature indicates that gradual language alternation, translanguaging, simple English classroom instructions, visual media, songs, games, and guided speaking activities are commonly associated with greater exposure to English, participation, and confidence, particularly in vocabulary, listening, and speaking. Cognitive benefits are also reported, but they appear to depend on adequate support for both languages. The challenges identified include uneven teacher English proficiency, differences in students’ initial abilities, and limited teaching materials. These findings suggest that bilingual learning requires careful planning, teacher training, adequate resources, and family support. Because the evidence comes from a limited and varied set of sources, it should not be generalized without further empirical research.