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Article published In: Journal of Immersion and Content-Based Language Education
Vol. 13:2 (2025) ► pp.193–215

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Content and language integrated learning in Kazakhstan

A scoping review

 | Kazakh National Pedagogical University | SDU University
 | University of Jyväskylä
 | SDU University
 | Al Farabi Kazakh National University
ORCiD logo with link | SDU University | Harmony School of Innovation Waco
Published online: 11 June 2024
DOI logo with link
https://doi.org/10.1075/jicb.23034.sat
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.
Article outline
  • Introduction
    • CLIL beyond Europe
  • Methods
    • Search strategies and inclusion criteria
    • Data analysis
  • Findings
    • Key characteristics of the reviewed studies
    • Main concerns regarding CLIL education in Kazakhstan
      • Dominant perceptions and beliefs about CLIL
        • Students’ perceptions
        • Teachers’ perceptions
      • Positive outcomes and challenges in CLIL
        • Positive outcomes of CLIL education
        • Challenges in CLIL education
      • CLIL pedagogy and methodology
        • CLIL teachers’ practices in primary and secondary education
        • Implementing CLIL in tertiary education
  • Discussion
  • Conclusions
  • Competing interests
  • References
References (64)
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