Content and language integrated learning in Kazakhstan: A scoping review
Journal of Immersion and Content-Based Language Education, vol.13, no.2, pp.193-215, 2025 (ESCI, Scopus)
- Publication Type: Article / Article
- Volume: 13 Issue: 2
- Publication Date: 2025
- Doi Number: 10.1075/jicb.23034.sat
- Journal Name: Journal of Immersion and Content-Based Language Education
- Journal Indexes: Emerging Sources Citation Index (ESCI), Scopus, IBZ Online, Communication & Mass Media Index, MLA - Modern Language Association Database, DIALNET
- Page Numbers: pp.193-215
- Keywords: CLIL, Kazakhstan, thematic analysis, trilingual education
- Süleyman Demirel University Affiliated: Yes
Abstract
This study is a scoping review of research conducted on Content and Language Integrated Learning (CLIL) in Kazakhstan. A total of 26 studies were selected, including journal articles and master's theses. The selected studies were thematically analyzed to identify key aspects and shared aspects. Three main thematically organized areas for CLIL research emerged from the reviewed studies: (1) Dominant perceptions and beliefs about CLIL, (2) Positive outcomes and challenges in CLIL, and (3) CLIL pedagogy and methodology. The majority of the reviewed studies primarily focused on students' English language skills, investigated the affective and cognitive experience of CLIL, and addressed challenges, practices, and concerns related to CLIL. These themes capture the current landscape of CLIL research in Kazakhstan and contribute to a more holistic understanding of CLIL's impact on language acquisition and educational practices, thereby informing approaches to language education in Kazakhstan's trilingual education system.