This article describes the qualitative research findings with the objective of identifying the strategies implemented in the different educational levels (preschool, primary, high school, and, higher education) in order to develop biliteracy. A systematic literature review was carried out, by means of a search strategy rigorously defined. It aims to describe and evaluate the strategies used. The sample consisted of 122 publications, produced between 2007 and 2017. The results obtained allowed to identify the advances in terms of strategies regarding biliteracy in preschool, primary, high school and university, also it showed that some strategies are used in more than one educational level. Besides, some proposals are mentioned, to modify the institution curriculum. In addition, some advantages and disadvantages are established regarding the implementation of the strategies used to work on biliteracy in the target levels. Based on this, the state of the subject is discussed, and a projection is also generated regarding the needs of the field.