Views: 772
Arab World English Journal (AWEJ) Volume 17. Number 2, June 2026 Pp.374-391
Faculty of Education, The National University of Malaysia
43600 Bangi, Selangor, Malaysi
Faculty of Education, The National University of Malaysia
43600 Bangi, Selangor, Malaysia;
Faculty of Education, The National University of Malaysia
43600 Bangi, Selangor, Malaysia
This systematic review investigates the pedagogical competencies required for effective Content and Language Integrated Learning in mathematics classrooms with particular attention to EFL contexts. The study aims to identify the competencies teachers need, the instructional innovations that support content language integration, and the ways teacher-mediated assessment practices shape instructional outcomes. Addressing ongoing concerns with regard to teacher preparedness for multilingual mathematics education, the review highlights the significance of aligning mathematical reasoning with academic language development. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, a structured search of Scopus and Web of Science (WoS) identified 22 peer-reviewed empirical studies published between January 2023 and November 2025. Thematic synthesis revealed three key areas: teacher professional competence and institutional capacity-building; pedagogical innovations and instructional design in CLIL and English-Medium Instruction classrooms; and teacher-mediated instructional outcomes and assessment practices. The findings indicate that effective CLIL mathematics teaching depends on sustained professional learning, strong institutional support and language-responsive instructional design. At the same time, assessment practices are crucial for aligning content mastery with language development. Overall, this review contributes a consolidated evidence base for competency-oriented teacher education and curriculum planning in multilingual mathematics education. The review concludes with recommendations for future research to examine long-term professional learning models and context-sensitive pedagogical frameworks that can better support teachers in diverse multilingual settings.
Idrus, N. M., Nasri, N. M. & Mahmud, M. S. (2026). Teacher Pedagogical Competencies for Content and Language Integrated Learning in Mathematics within English as a Foreign Language Context: A Systematic Review. Arab World English Journal, 17(2):374-391
Abouzahra, A., Sabraoui, A., & Afdel, K. (2020). Model composition in Model Driven Engineering: A systematic literature review. Information and Software Technology, 125(May), 106316. https://doi.org/10.1016/j.infsof.2020.106316
Awan, M. A., & Sipra, M. A. (2018). CLIL: Content based Instructional Approach to Second Language Pedagogy. Arab World English Journal, 9(1), 121-133. https://doi.org/10.24093/awej/vol9no1.9
Ayob, H. H., & Hamada, T. I. (2024). Teaching mathematics in an EFL context at higher education; before, during and after the COVID-19 pandemic: a comparative study. Journal of Applied Research in Higher Education, 16(5), 2262–2272. https://doi.org/10.1108/JARHE-05-2023-0186
Bairy, S., & Inamdar, N. (2024). Exploring innovative interconnection between Project Based Teaching in Mathematics and CLIL. SN Social Sciences, 4, 213. https://doi.org/10.1007/s43545-024-01001-9
Bauer-Marschallinger, S., Dalton-Puffer, C., Heaney, H., Katzinger, L., & Smit, U. (2023). CLIL for all? An exploratory study of reported pedagogical practices in Austrian secondary schools. International Journal of Bilingual Education and Bilingualism, 26(9), 1050–1065. https://doi.org/10.1080/13670050.2021.1996533
Belobrovy, A. (2023). CLIL Curriculum Implementation in Higher Education: Constructing Processes of CLIL Teacher Identity. Latin American Journal Of Content & Language Integrated-Laclil, 16(1), e1612. https://doi.org/10.5294/laclil.2023.16.1.2
Budiarta, I. K., Artini, L. P., Padmadewi, N. N., & Nitiasih, P. K. (2023). CLIL in the Online Micro-teaching: Factors Affecting Content and Language Achievement. International Journal of Learning, Teaching and Educational Research, 22(2), 37–53. https://doi.org/10.26803/ijlter.22.2.3
De La Cal, E., Ortiz-Revilla, J., Alonso-Centeno, A., & Greca, I. M. (2023). Co-teaching among English pre-service teachers for integrated STEAM+CLIL education. Porta Linguarum, 195–212. https://doi.org/10.30827/portalin.vi2023c.29644
Diaz-Martin, C. (2023). Professional Development of Pre-Service Language Teachers in Content and Language Integrated Learning: A Training Programme Integrating Video Technology. Languages, 8(4), 232. https://doi.org/10.3390/languages8040232
Ester Mariñoso, P., Morales, I., Moraleda, Á., & Bermejo, V. (2021). The verbal component of mathematical problem solving in bilingual contexts by early elementary schoolers. Mathematics, 9(5), 564. https://doi.org/10.3390/math9050564
Gaballo, V. (2023). Translation in CLIL: Mission impossible? Translation and Translanguaging in Multilingual Contexts, 9(1), 71–94. https://doi.org/10.1075/ttmc.00102.gab
Green-Eneix, C., & de Costa, P. I. (2025). Professional Vulnerability in Adopting a CLIL Pedagogy at a Neoliberal Restructured University in Kazakhstan. Chinese Journal of Applied Linguistics, 48(1), 70–89. https://doi.org/10.1515/CJAL-2025-0105
Guzmán-Alcón, I., & Lorenzo, F. (2025). Aspects of disciplinary literacies in multilingual Europe Rethinking policies for languages of schooling. European Journal of Language Policy, 17(1), 45–64. https://doi.org/10.3828/ejlp.2025.4
Hajer, M., & Norén, E. (2017). Teachers’ knowledge about language in mathematics professional development courses: From an intended curriculum to a curriculum in action. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 4087–4114. https://doi.org/10.12973/eurasia.2017.00808a
Hussain, S. S. (2022). Content and Language Integrated Learning (CLIL) in ELT as a Link between Language Learning and Content Development. Arab World English Journal, 13(2), 386-400. https://doi.org/10.24093/awej/vol13no2.26
Imamyartha, D., Widiati, U., Fardhani, A. E., A’yunin, A., & Hapsari, G. C. (2024). STEAM pedagogy in foreign language education: An endeavour to broaden CLIL pedagogy through 6E’s framework. Indonesian Journal of Applied Linguistics, 13(3), 477–489. https://doi.org/10.17509/ijal.v13i3.66933
Jiang, D., Chen, O., Han, Y., & Kalyuga, S. (2023). Improving English language skills through learning Mathematic contents: From the expertise reversal effect perspective. British Journal of Educational Psychology, 93(S2), 386–401. https://doi.org/10.1111/bjep.12596
Jiménez-Silva, M., Martin, R., Restani, R., Abdelrahim, S., & Albano, T. (2025). Supporting Multilingual Students’ Mathematical Discourse Through Teacher Professional Development Grounded in Design-Based Research: A Conceptual Framework. Education Sciences, 15(6), 778. https://doi.org/10.3390/educsci15060778
Kurniawati, A., Eko, A., & Atmojo, P. (2025). Teachers’ Beliefs and Practices in Implementing CLIL in an Indonesian Primary School. Journal of English Language Pedagogy, Literature, and Culture, 10(1), 28–39. https://doi.org/10.35974/acuity.v10i1.3222
Lege, R., Bonner, E., & Frazier, E. (2025). Empowering language learners: The intersection of Maker Education and CLIL. Journal of Immersion and Content-Based Language Education. https://doi.org/10.1075/jicb.23037.leg
Lo, Y. Y. (2020). Professional development of clil teachers. Professional Development of CLIL Teachers. https://doi.org/10.1007/978-981-15-2425-7
Lockwood, C., Munn, Z., & Porritt, K. (2015). Qualitative research synthesis: Methodological guidance for systematic reviewers utilizing meta-aggregation. International Journal of Evidence-Based Healthcare, 13(3), 179–187. https://doi.org/10.1097/XEB.0000000000000062
Luelmo del Castillo, M. J. L. D., Izquierdo Sánchez-Migallón, E., Vinuesa Benítez, V., & García-Manzanares, N. (2025). Design and Validation of a Self-Assessment Tool for STE(A)M Teachers In Clil Contexts. Journal of Technology and Science Education, 15(1), 186–203. https://doi.org/10.3926/JOTSE.2933
Mahan, K. R., Brevik, L. M., & Ødegaard, M. (2021). Characterizing CLIL teaching: new insights from a lower secondary classroom. International Journal of Bilingual Education and Bilingualism, 24(3), 401–418. https://doi.org/10.1080/13670050.2018.1472206
Misme, D., & Yawiloeng, R. (2023). Learning Mathematics in English Through the Use of the Think-Talk-Write Strategy. Theory and Practice in Language Studies, 13(9). https://doi.org/10.17507/tpls.1309.01
Montgomery, D., de Costa, P. I., & Novitskaya, Y. (2025). Forging CLIL Teacher Identities in Kazakhstan: Developmental Pathways of Two University Teachers. Chinese Journal of Applied Linguistics, 48(1), 30–49. https://doi.org/10.1515/CJAL-2025-0103
Nha, V. T. T. (2025). Content and Language Teaching: An Evolving Pedagogy for Vietnamese English-Medium Lecturers. Journal of Ethnic and Cultural Studies, 12(1), 42–61. https://doi.org/10.29333/ejecs/2127
Ní Ríordáin, M., & Neville, C. (2026). An operational framework for integrating content, cognition and language into planning for AEN mathematics learners within a CLIL context. Mathematics Enthusiast, 23(1–2), 75–98. https://doi.org/10.54870/1551-3440.1681
Ní Ríordáin, M., Neville, C., & Daly, M. (2024). Language-responsive mathematics teaching and AEN learners in a CLIL context. Frontiers in Education, 9, 1456255. https://doi.org/10.3389/feduc.2024.1456255
Page, M. J. et al. (2021). The prisma 2020 statement: An updated guideline for reporting systematic reviews. Medicina Fluminensis, 57(4), 444–465. https://doi.org/10.21860/medflum2021_264903
Pérez, D. A. P., Cely, J. P. C., Torres, M. C. C., & Uribe-Moreno, M. E. U. (2025). A Quantitative Study On The Effects Of Virtual Reality On Students’ Engagement And Self-Efficacy For Learning. Journal of Educators Online, 22(3). https://doi.org/10.9743/JEO.2025.22.3.17
Polyakova, O., & O’callaghan, S. (2023). Post-graduate Training in the Competence Development of CLIL Teachers. Education and Self Development. https://doi.org/10.26907/esd.18.1.04
Querol-Julián, M. (2025). CLIL teacher online professional development in translanguaging and trans-semiotizing: a pedagogy of multiliteracies. Journal of Multilingual and Multicultural Development, 46(5), 1493–1509. https://doi.org/10.1080/01434632.2024.2352157
Rocha, B. I. (2025). Language Assistant Programs and CLIL: Developing and Validating Questionnaires to Determine Program Training Needs. Journal of Language Teaching and Research, 16(2), 359–370. https://doi.org/10.17507/jltr.1602.01
Ruiz-Cecilia, R. R., Medina-Sánchez, L. M., & López-Rodríguez, S. L. (2025). Factors that promote teacher well-being: a qualitative study among Andalusian secondary CLIL teachers. Onomazein, 2025(Special Issue 16), 68–87. https://doi.org/10.7764/onomazein.ne16.04
Sapawi, M. S. M., & Yusoff, N. M. R. N. (2025). Global Trends in Language for Specific Purposes Curriculum Development: A Systematic Review. Arab World English Journal, 16(3), 188-210 https://doi.org/10.24093/awej/vol16no3.11
Scherzinger, L., & Brahm, T. (2023). A systematic review of bilingual education teachers’ competences. Educational Research Review, 39, 100531. https://doi.org/10.1016/j.edurev.2023.100531
Snizhko, N. (2025). Bilingual mathematics learning through the lens of language interaction: cognitive effects of integrating native, foreign and mathematical languages. Cherkasy University Bulletin: Pedagogical Sciences, 3. https://doi.org/10.31651/2524-2660-2025-3-101-107
Surmont, J., Struys, E., van den Noort, M., & van de Craen, P. (2016). The effects of CLIL on mathematical content learning: A longitudinal study. Studies in Second Language Learning and Teaching, 6(2), 319–337. https://doi.org/10.14746/ssllt.2016.6.2.7
Szczesniak, A. (2024). Content and Language Integrated Learning in primary schools in Andalusia: A qualitative study on teachers’ concerns. Circulo de Linguistica Aplicada a La Comunicacion, 98, 165–191. https://doi.org/10.5209/clac.77440
Tai, K. W. H. (2024). Classroom interactional competence in an English medium instruction mathematics classroom: A creation of a technology-mediated translanguaging space. Learning and Instruction, 90. https://doi.org/10.1016/j.learninstruc.2023.101849
Teresa, J., & Fields, D. L. (2023). Augmenting Upper and Early-Learning STEM Lessons Through Phenomenon-Based Learning Projects. Journal of Higher Education Theory and Practice, 23(18), 171–183. https://doi.org/10.33423/jhetp.v23i18.6630
Villabona, N., & Cenoz, J. (2022). The integration of content and language in CLIL: a challenge for content-driven and language-driven teachers. Language, Culture and Curriculum, 35(1), 36–50. https://doi.org/10.1080/07908318.2021.1910703
Wunberg, M., Baumert, J., Feddermann, M., Lohmann, J. F., & Möller, J. (2024). CLIL effects on academic self-concepts: Positive effects in English but detrimental effects in math? Learning and Instruction, 92. https://doi.org/10.1016/j.learninstruc.2024.101923
Xin, J. J., & Lo, Y. Y. (2025). Developing the CLIL teacher assessment literacy inventory. System, 133. https://doi.org/10.1016/j.system.2025.103776
Zhang, X., & Deris, F. D. (2023). A Teacher Training Platform of Content and Language Integrated Learning for Elementary English Education in China. Arab World English Journal, 14(2) 189- 204. https://doi.org/10.24093/awej/vol14no2.14
Noraida Md Idrus is a PhD candidate in Curriculum and Pedagogy at the National University of Malaysia. Her research focuses on developing the curriculum model of financial education in teaching mathematics for secondary school. Email: noraida.mdidrus@gmail.com ORCID: https://orcid.org/0009-0000-5477-6136
Nurfaradilla Mohamad Nasri is an Associate Professor of Curriculum and Pedagogy at the National University of Malaysia. Her main research interest relates to the development of culturally responsive instruction, teachers’ professional development, self-directed learning and sustainable learning. Email: nurfaradilla@ukm.edu.my ORCID: https://orcid.org/0000-0001-8572-3838
Muhammad Sofwan Mahmud is an Associate Professor of Mathematics Education at the National University of Malaysia. His research interests include qualitative research, mathematical thinking, problem-solving and mathematics education. Email: sofwanmahmud@ukm.edu.m ORCID: https://orcid.org/0000-0002-0504-4622