Teachers’ Classroom Roles under CLIL: A Ten-Year Systematic Review

Abstract

Content and Language Integrated Learning (CLIL) has garnered global popularity in foreign language education, particularly in teaching English. While there is a plethora of research on the general perceptions of CLIL teachers, the examination of their classroom roles remains largely unexplored. This article reviewed 31 studies from 2014 to 2023 using the PRISMA framework to explore: (1) CLIL teachers’ perceptions on their classroom roles in existing studies; (2) factors influencing CLIL teachers’ classroom roles; (3) ideal roles for CLIL teachers according to the literature; (4) strategies to help improve CLIL teachers’ roles in the classroom. Findings reveal that the majority of CLIL teachers perceived the integration of language and content teaching as central to their classroom role, although some placed greater emphasis on language instruction than content teaching, and vice versa. Internal factors like teachers’ understanding of CLIL and external factors such as students’ level of proficiency in the target language influence teachers’ roles. CLIL teachers should be also tasked with cultivating students’ cognitive skills and contemplating the utilization of the first language when deemed necessary for the success of CLIL. Several strategies were identified through the review to enhance the roles of CLIL teachers, including training, professional development, and support from educational authorities. Future empirical research is needed to validate the discussed strategies for the development of CLIL teachers and to focus on optimizing the balance between the use of target languages, such as English, and L1 in CLIL-based classrooms to enhance outcomes in foreign language education.