Content and language integrated learning in Kazakhstan: A scoping review
Satayev M. Varis S. Ashirbayev Y. Koshanova Z. Balta N.
29 August 2025John Benjamins Publishing Company
Journal of Immersion and Content-Based Language Education
2025#13Issue 2193 - 215 pp.
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.
CLIL , Kazakhstan , thematic analysis , trilingual education
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Kazakh National Pedagogical University, Kazakhstan
University of Jyväskylä, Finland
SDU University, Kazakhstan
Al Farabi Kazakh National University, Kazakhstan
Harmony School of Innovation Waco, United States
Kazakh National Pedagogical University
University of Jyväskylä
SDU University
Al Farabi Kazakh National University
Harmony School of Innovation Waco
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