Keywords
How to Cite
Abstract
Determining teachers' perceptions of Content and Language Integrated Learning (CLIL) in elementary classrooms is crucial for enhancing its effectiveness, overcoming practical challenges, and ensuring sustainable integration in diverse educational settings. Therefore, this literature review aims to analyze and synthesize the existing literature regarding CLIL usage by EFL teachers at the elementary level in Spain, Indonesia, Croatia, the Republic of Poland, Austria, Greece, Taiwan, Ireland, Kazakhstan, and Ecuador, focusing on both the benefits and obstacles they encounter. Using a qualitative bibliographic approach, the study analyzes, categorizes, and synthesizes relevant data from selected peer-reviewed articles. Findings are categorized into two main areas: (1) Teachers’ limitations, including lack of training, teacher workload, lack of content expertise, and collaboration between CLIL and non-CLIL educators; and (2) benefits, focusing on students’ and teachers’ roles, content and language knowledge improvement, authentic language use, and enhancement of students’ motivation and engagement. These findings provide educators with a comprehensive understanding of CLIL implementation, enabling them to make informed decisions about its potential benefits for their student’s learning process.
References
Anggraini, S., Munir, A., & Purwati, O. (2023). The Implementation of CLIL at Primary School: Teacher’s Perspectives and Challenges. EDUKASIA: Jurnal Pendidikan dan Pembelajaran, 4(2), 991-1000. https://doi.org/10.62775/edukasia.v4i2.381
Argudo, J., Abad, M., Fajardo-Dack, T., & Cabrera, P. (2018). Analyzing a Pre-service EFL Program through the Lenses of the CLIL Approach at the University of Cuenca- Ecuador. Latin American Journal of Content and Language Integrated Learning, 11(1), 65–86.
Badurina, D. (2016). Teachers’ Perspectives on Clil: A Case Study [Doctoral dissertation, University of Rijeka].
Barrios, E., & Acosta I. (2022). Primary Students’ Satisfaction with CLIL and Perceived CLIL Linguistic Difficulty. Journal of Multilingual and Multicultural Development, 43(7), 665-678.
Campillo, J., Sánchez, R., & Miralles, P. (2019). Primary Teachers’ Perceptions of CLIL Implementation in Spain. English language teaching, 12(4), 149-156. https://eric.ed.gov/?id=EJ1210453
Carrasco, L., & Retamar, G. (2023). Emotions of CLIL Preservice Teachers in Teaching Non- linguistic Subjects in English. Profile Issues in Teachers Professional Development, 25(2), 185-199. https://doi.org/10.15446/profile.v25n2.103916
Castillo, C., & Fernández, P. (2022). Cooperative Learning in the CLIL Classroom: Challenges Perceived by Teachers and Recommendations for Primary Education. Educatio Siglo XXI, 40(1), 79-106. https://doi.org/10.6018/educatio.433411
Çekrezi, R. (2011). CLIL and Teacher Training. Procedia-Social and Behavioral Sciences, 15, 3821-3825. https://doi.org/10.1016/j.sbspro.2011.04.379
Custodio-Espinar, M., & Gómez-Cortés, J. (2021). Self-evaluation and Observation: A Proposal to Promote CLIL Teacher Training at Infant Education. Revista Innovaciones Educativas, 23(35), 35-45. http://dx.doi.org/10.22458/ie.v23i35.3496
Czura, A., & Anklewicz, A. (2018). Pupils’ and Teachers’ Perceptions of CLIL in Primary School: A Case Study. Linguodidactica, 22, 47-63.
De Diezmas, M. (2016). The Impact of CLIL on the Acquisition of L2 Competencies and Skills in Primary Education. International Journal of English Studies, 16(2), 81-101. https://doi.org/10.6018/ijes/2016/2/239611
?or?evi?, M. (2023). Integration of the 4Cs in a CLIL-Based Textbook for Geology Students: A Case Study. Technicum Social Sciences Journal, 52, 85–96.
Gu?ec, V. (2019). CLIL: The Advantages and Disadvantages of Implementation in the Croatian Environment [Doctoral dissertation, University of Zagreb].
Guijarro-Garvi, M., Miranda-Escolar, B., Cedeño-Menéndez, Y., & Moyano-Pesquera, P. (2022). Education as a Dimension of Human Development: A Provincial-level Education Index for Ecuador. Plos One, 17(7), 1-27. https://doi.org/10.1371/journal.pone.0270932
Gupta, K. (2020). Researcher-teacher Collaboration in Adopting Critical Content and Language Integrated Learning (CLIL): Processes, Challenges, and Autcomes. Trabalhos em Linguística Aplicada, 59, 42-77. https://doi.org/10.1590/010318136014125912020
Karabassova, L., & San Isidro, X. (2023). Towards Translanguaging in CLIL: A study on Teachers’ Perceptions and Practices in Kazakhstan. International Journal of Multilingualism, 20(2), 556-575. https://doi.org/10.1080/14790718.2020.182842
Llinares, A., & Nashaat-Sobhy, N. (2021). What is an Ecosystem? Defining Science in Primary School CLIL Contexts. Language Teaching for Young Learners, 3(2), 337- 362. https://doi.org/10.1075/ltyl.20010.lli
Milla, D., & Casas, V. (2018). Teachers Perspectives on CLIL Implementation. A within-group Comparison of Key Variables. Porta Linguarum: Revista International de Didáctica de las Lenguas Extranjeras, 29, 159–180. 10.30827/Digibug.54032
Ó Ceallaigh, J., Ní Mhurchú, S., & Ní Chróinín, D. (2017). Balancing Content and Language in CLIL: The Experiences of Teachers and Learners. Journal of Immersion and Content-Based Language Education, 5(1), 58-86. https://doi.org/10.1075/jicb.5.1.03oce
Otwinowska, A., & Fory?, M. (2017). They Learn the CLIL Way, but Do They Like It?
Affectivity and Cognition in Upper-primary CLIL Classes. International Journal of Bilingual Education and Bilingualism, 20(5), 457-480. https://doi.org/10.1080/13670050.2015.1051944
Pérez, L. (2016). Are Teachers Ready for CLIL? Evidence from a European Study. European Journal of Teacher Education, 39(2), 202-221. https://doi.org/10.1080/02619768.2016.1138104
Pladevall-Ballester, E. (2015). Exploring Primary School CLIL Perceptions in Catalonia: Students’, Teachers’, and Parents’ Opinions and Expectations. International Journal of Bilingual Education and Bilingualism, 18(1), 45-59. https://doi.org/10.1080/13670050.2013.874972
Snyder, H. (2019). Literature Review as a Research Methodology: An Overview and Guidelines. Journal of Business Research, 104, 333-339. https://doi.org/10.1016/j.jbusres.2019.07.039
Vázquez, V., & Ellison, M. (2018). Examining Teacher Roles and Competencies in Content and Language Integrated Learning (CLIL). Linguarum Arena: Revista de Estudos em Didática de Línguas da Universidade do Porto, 4, 65-78. http://aleph.letras.up.pt/index.php/linguarumarena/article/view/3967
Waloyo, A., Khoiriyah, K., & Farah, R. (2021). Teachers’ Perception of CLIL and Web-based Material Implementation in a Primary School. English Review: Journal of English Education, 9(2), 227-234. https://doi.org/10.25134/erjee.v9i2.4347
Zafiri, M., & Zouganeli, K. (2017). Toward an Understanding of Content and Language Integrated Learning Assessment (CLILA) in Primary School Classes: A Case Study. Research Papers in Language Teaching and Learning, 8(1), 88-109. http://rpltl.eap.gr
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2025 Jenny García, Paula Agustina Vélez Yanza