CLIL (Content and Language Integrated Learning) Methodological Approach in the Bilingual Classroom: A Systematic Review1

Abstract

The CLIL (Content and Language Integrated Learning) approach has spread widely in many European countries, with the aim of promoting multilingualism through the teaching of non-linguistic subjects in foreign languages, an objective of the European Commission. This methodology implemented in bilingual programmes, especially in science teaching, provides students not only with communicative and linguistic benefits, but also with the acquisition of knowledge of the subject with a high degree of motivation and interest, enhancing their cognitive skills. However, research on CLIL does not seem to reach unanimous conclusions on the learning effects in the classroom. Therefore, the purpose of this research is to identify the results of the CLIL approach in relation to English language acquisition and learning, as well as to the other curricular disciplines in Pre-school, Primary and Secondary Education in the available scientific literature. The results of the present systematic review indicate that, in the last decade, much research has focused on linguistic benefits rather than on content learning. The types of research design developed by the selected studies do not show statistically significant differences according to year of publication or country of origin. Similarly, no significant associations were found between educational level and language of instruction. The studies reviewed reveal improvements in curricular subject knowledge and point to its progress, especially in the context of bilingual programmes in Spain. In the light of these results, it can be stated that studies on progress towards quality bilingual education are still scarce, and that there is an emerging need for longitudinal studies that address the different educational stages from a multidisciplinary perspective.