ISSN: 2222-6990
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Bilingual mathematics education is gaining global attention as schools integrate language learning with subject instruction through models like CLIL and EMI. Mathematics, as a core subject, plays a vital role in cognitive development, yet bilingual delivery poses unique instructional challenges. In China, regions like Hainan are witnessing rapid growth in bilingual primary schools, but research on teacher competencies remains scarce. Existing studies focus largely on major cities, overlooking the needs of emerging regions. As internationalization accelerates, there is a growing demand for teachers who can navigate both mathematical content and language development effectively. This study addresses that gap by systematically reviewing 24 empirical studies to identify key teacher competencies, challenges, and strategies specific to bilingual primary mathematics education. The findings offer practical insights for school leaders, teacher educators, and policymakers developing localized training and support systems for international schools.
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