Analysis of CLIL-Related Research in School Settings: A Systematic Review

Keywords: Education, schools, second language instruction, Content Language Integrated Learning (CLIL), systematic review


Background: Content Language Integrated Learning (CLIL) is an emerging approach in the global educational landscape, and as such, there is a lack of a systematic review of this field.

Purpose: To explore CLIL-related scientific publications in school settings around the world.

Method: A systematic review was performed following the PRISMA guidelines in WoS and Scopus databases. A total of 142 articles published in the period 2018-2022 were analysed according to three types of variables: extrinsic to the scientific process, methodological, and content based. The results of the methodological and content-based variables were contrasted with the portfolio of CLIL evaluation measures and analysed through the lens of the 4Cs framework.

Results: The findings revealed that CLIL studies were performed in a wide range of countries across continents. It was the secondary school which drew most scientific interest. Apropos of the methodological variable, there was a balance between qualitative and quantitative studies, and a questionмnaire as a tool was favoured by the researchers. The major scientific interest lay in the communication principle, while cognition was understudied.

Conclusions: There was a growing scientific interest in CLIL. Although the major interest laid in linguistic gains, other fields of research transpired. The conclusions provide further agenda for CLIL research.


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Author Biographies

Belen Poveda-Garcia-Noblejas, Villanueva University, Spain

Belen Poveda-Garcia-Noblejas is a Professor at Theory of Education Department, Universidad Villanueva. She holds a PhD in Education from the Autonomous University of Madrid (Spain). Her research interests lie in education and psychology. Her work has been published in Journal of New Approaches in Educational Research, Revista Complutense de Educación, Leadership and Policy in Schools, Educational Process: International Journal.

Svetlana Antropova, Villanueva University, Spain

Svetlana Antropova is a Professor at Applied Didactics Department, Universidad Villanueva (Spain). She holds a PhD in English Literature from the Autonomous University of Madrid (Spain). She teaches subjects related to bilingualism and second language teaching in Education Degree and Masters of the training of foreign language teachers. She was also the Coordinator of the English department in a bilingual school, Madrid. And currently she is doing counselling in SLT methodologies at schools. Her field of research is English language teaching. She has published in Porta Linguarum, Revista de Investigación Educativa, Journal of Learning Styles.

How to Cite
Poveda-Garcia-NoblejasB., & AntropovaS. (2024). Analysis of CLIL-Related Research in School Settings: A Systematic Review. Journal of Language and Education, 10(1), 146-159.