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Arab World English Journal (AWEJ) Volume 17. Number 3, September 2026 Pp. 525-545
Faculty of Education and Liberal Arts, INTI International University, Negeri Sembilan, Malaysia
Faculty of Education and Liberal Arts, INTI International University, Negeri Sembilan, Malaysia
Center of General Studies and Languages, MAIWP International University, Kuala Lumpur, Malaysia
Faculty of Education and Social Sciences, Universiti Selangor, Selangor, Malaysia
School of Languages and General Education, Walailak University, Thailand
School of Languages and General Education, Walailak University, Thailand
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.
Yob, F. S. C., Pek, L. S., Ne’matullah, K. F., Von, W. Y., Lemana II, H. E. & Waluyo, B. (2026). From Language Learning to Multilingual Pedagogy: A Bibliometric-Systematic Review of CLIL Research in Primary English Education. Arab World English Journal, 17(3): 525-545
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Alejo-González, R., Lucero, M., Schleppegrell, M., & Sánchez, A. (2023). Student-teacher interaction in CLIL and non-CLIL elementary education: A case study of verbal-pedagogical strategies and participation during read alouds in a Natural Science classroom. Journal of immersion and content-based language education, 11(1), 4-28. https://doi.org/10.1075/jicb.21005.ale
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Fatin Syamilah Che Yob is an English Lecturer at the Faculty of Education and Liberal Arts, INTI International University. She is currently a Ph.D. candidate at the National Defence University of Malaysia. She specializes in TESL, Social Emotional Learning, Materials Design, and Gamified Studies. https://orcid.org/0009-0003-2306-3880
Lim Seong Pek is a Senior Lecturer at the Faculty of Education and Liberal Arts, INTI International University. He received his Doctor of Education (Ed.D.) degree from Universiti Selangor. He specializes in Media Literacy, Multimodality, and Teacher Education. https://orcid.org/0000-0002-0322-7572
Khairul Firdaus Ne’matullah is the Director at the Center of General Studies and Languages, MAIWP International University. He is currently a Ph.D. candidate at the National Defence University of Malaysia. He specializes in Aural-Oral Skills and Phonetics Development.
https://orcid.org/0000-0002-2524-4461
Wong Yee Von is a TESL Lecturer at the Faculty of Education and Social Sciences, Universiti Selangor (UNISEL). She is currently a Ph.D. candidate at Universiti Malaya. She specialized in Code-switching and Gender Studies. https://orcid.org/0000-0002-7854-6463
Henry E. Lemana II is a licensed educator from the Philippines and an ADEK-accredited foreign language instructor in Abu Dhabi, UAE. He holds a PhD in Education (Applied Linguistics) and is pursuing an EdD in Educational Management and Leadership, with research interests in language education and discourse studies. https://orcid.org/0000-0002-0551-0443
Budi Waluyo, World’s Top 2% Scientist (Stanford, 2025), is an Associate Professor at Walailak University. He earned degrees from the University of Bengkulu, IDN (BA, Indonesian Ministry of Education Scholarship), the University of Manchester, UK (MA, Ford Foundation International Fellowships Program), and Lehigh University, USA (PhD, Fulbright Presidential Scholarship), and was a research fellow at Columbia University, USA. A UK Higher Education Academy Fellow (FHEA), he has more than 10 years of English teaching experience in higher education, and his internationally recognized research spans English language teaching, educational technology, and international education. https://orcid.org/0000-0003-1919-2068