A Scoping Review of Content-and-Language Integrated Learning

Abstract

As plurilingualism highlights the need for greater attention to foreign and second language learning, it gives rise to CLIL development. Using scoping review methodology, this paper aims to elaborate the pedagogy by providing an overview of the contexts, theoretical basis, two focus areas of CLIL research, and evaluation of CLIL. The findings highlight that learners can gain a range of benefits in CLIL classroom like cognitive development, improvement of language knowledge and skills, and increased learning motivation, while CLIL posed challenges to CLIL teachers, learners, and teaching materials. Therefore, teachers should enhance their knowledge and skills to choose and decide suitable teaching materials and to help learners gain language and content knowledge in CLIL class.