The impact of CLIL implementation on elementary EFL learnrs: a Literature review
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Universidad Católica de Cuenca
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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.
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CLIL; TEACHERS’ PERCEPTIONS; EFL CLASSES; TRAINING TEACHING; LEARNING
Citación
García, J., & Vélez Yanza, P. A. (2025). The impact of CLIL implementation on elementary EFL learners: a literature review. Resistances. Journal of the Philosophy of History, 6(11), e250201. https://doi.org/10.46652/resistances.v6i11.201
