From Language Learning to Multilingual Pedagogy: A Bibliometric-Systematic Review of CLIL Research in Primary English Education

Abstract

Content and Language Integrated Learning (CLIL) has become an important approach for simultaneously developing language proficiency and subject knowledge. Yet, research specifically addressing its application in primary English education remains dispersed across pedagogical, linguistic, and multilingual perspectives. This study aimed to map contemporary CLIL scholarship and synthesize empirical evidence concerning its pedagogical practices, learner outcomes, and implementation challenges in primary English education. A Bibliometric-Systematic Literature Review (B-SLR) was conducted using the Scopus database. Bibliographic coupling analysis was performed on 249 open-access English-language articles published between 2021 and 2025, and systematic screening, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) procedures, identified 22 empirical primary-level studies for thematic synthesis. Four intellectual clusters emerged, reflecting multilingual pedagogical innovation, language and curriculum integration, learner engagement, and teacher professional development. The systematic synthesis further identified six interconnected themes involving multimodal and technology-enhanced learning, collaborative practices, language and content development, learner motivation, inclusive practices, and implementation sustainability. Overall, CLIL was associated with positive language, content, and engagement outcomes, although teacher preparedness, learner diversity, access, and sustainability remain important concerns. By connecting broader CLIL research trends with primary-level evidence, this review clarifies the field’s movement towards multilingual and learner-centered pedagogy. Future research should prioritize longitudinal, inclusive, and context-sensitive investigations to strengthen sustainable CLIL implementation.