LITERATURE REVIEW: THE IMPLEMENTATION OF CLIL IN LEARNING

Abstract

This research is a systematic review of the implementation of Content and Language Integrated Learning (CLIL) in language learning across various educational levels from 2018-2023. The method used is a Systematic Literature Review (SLR), analyzing 29 relevant studies identified from an initial 163 articles. The results show that CLIL implementation has been carried out in various countries, with a primary focus on primary, secondary, and tertiary education levels. At the primary school level, studies mostly examined text writing skills and student motivation. At the secondary level, research focused on vocabulary development, application of pedagogical content knowledge, and teachers' perspectives on bilingual programs. Meanwhile, at the tertiary level, studies explored the development of creativity, self-concept, and the integration of ESP in CLIL. Overall, the results indicate that CLIL has a positive impact on students' language abilities and content mastery, but there are still challenges in its implementation, such as the need for teacher support and clear learning objective setting. This study concludes that adequate implementation strategies are necessary to integrate multilingualism in education, considering sufficient support for teachers and specific learning goals for students.