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Determinar las percepciones de los docentes sobre el Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) en las aulas de educación primaria es fundamental para mejorar su eficacia, superar desafíos prácticos y garantizar una integración sostenible en diversos entornos educativos. Por lo tanto, esta revisión de literatura tiene como objetivo analizar y sintetizar la investigación existente sobre el uso de AICLE por parte de docentes de inglés como lengua extranjera en el nivel primario en España, Indonesia, Croacia, Polonia, Austria, Grecia, Taiwán, Irlanda, Kazajistán y Ecuador, centrándose tanto en los beneficios como en los desafíos que enfrentan. Mediante un enfoque bibliográfico cualitativo, el estudio analiza, categoriza y sintetiza datos relevantes de artículos revisados por pares. Los hallazgos se agrupan en dos áreas principales: (1) limitaciones de los docentes, que incluyen la falta de formación, la carga laboral, la falta de conocimientos sobre el contenido y la colaboración entre educadores de AICLE y no AICLE; y (2) beneficios, enfocados en los roles de estudiantes y docentes, la mejora del conocimiento del contenido y la lengua, el uso auténtico del idioma y el aumento de la motivación y el compromiso de los estudiantes. Estos hallazgos proporcionan a los educadores una comprensión integral de la implementación de AICLE, permitiéndoles tomar decisiones informadas sobre sus posibles beneficios en el aprendizaje de los estudiantes.
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