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Integrating Content and Language Instruction for Multilingual Learners: A Systematic Review across Program Types

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Title: Integrating Content and Language Instruction for Multilingual Learners: A Systematic Review across Program Types
Language: English
Authors: Lisa M. Domke (ORCID 0000-0002-6611-3441), María A. Cerrato (ORCID 0009-0002-4858-1580)
Source: Review of Educational Research. 2026 96(1):299-338.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 40
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Descriptors: Literature Reviews, Bilingual Students, Multilingualism, Second Language Instruction, Content and Language Integrated Learning, Immersion Programs, Language of Instruction, Second Language Learning, English (Second Language), Educational Practices
DOI: 10.3102/00346543241298667
ISSN: 0034-6543
1935-1046
Abstract: Given the growing multilingual student population worldwide, many countries/regions have implemented content-based instruction (CBI) programs that include content-area classrooms where language learning takes place during content learning. Scholars have suggested that more attention needs to be given to how teachers teach language in content-area classrooms and that research findings across program contexts should speak to/build on each other. This systematic review draws on sociolinguistic theories to synthesize 199 studies from 2012-2022 about teacher understandings and practices regarding content-language integration across CBI programs worldwide, including content and language integrated learning (CLIL), English medium of instruction (EMI), immersion or dual language bilingual education (DLBE), and English as a second/additional language (ESL/EAL). Studies described uneven understandings of the content-language relationship and indicated a variety of content-language integration practices (e.g., teaching disciplinary literacy, encouraging discussion, translanguaging, writing language objectives, using visuals, and collaborating between content and language teachers). However, researchers reported challenges including lack of training, time, and curricular guidance. Based on these findings, we offer directions for research and educator preparation/professional learning to help teachers implement content-language integrated practices that support multilingual learners in developing deep content and language learning in content-area classrooms across contexts.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495872
Database: ERIC
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  Data: Integrating Content and Language Instruction for Multilingual Learners: A Systematic Review across Program Types
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  Data: <searchLink fieldCode="AR" term="%22Lisa+M%2E+Domke%22">Lisa M. Domke</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6611-3441">0000-0002-6611-3441</externalLink>)<br /><searchLink fieldCode="AR" term="%22María+A%2E+Cerrato%22">María A. Cerrato</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-4858-1580">0009-0002-4858-1580</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Review+of+Educational+Research%22"><i>Review of Educational Research</i></searchLink>. 2026 96(1):299-338.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Journal Articles<br />Information Analyses
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  Data: 10.3102/00346543241298667
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  Data: Given the growing multilingual student population worldwide, many countries/regions have implemented content-based instruction (CBI) programs that include content-area classrooms where language learning takes place during content learning. Scholars have suggested that more attention needs to be given to how teachers teach language in content-area classrooms and that research findings across program contexts should speak to/build on each other. This systematic review draws on sociolinguistic theories to synthesize 199 studies from 2012-2022 about teacher understandings and practices regarding content-language integration across CBI programs worldwide, including content and language integrated learning (CLIL), English medium of instruction (EMI), immersion or dual language bilingual education (DLBE), and English as a second/additional language (ESL/EAL). Studies described uneven understandings of the content-language relationship and indicated a variety of content-language integration practices (e.g., teaching disciplinary literacy, encouraging discussion, translanguaging, writing language objectives, using visuals, and collaborating between content and language teachers). However, researchers reported challenges including lack of training, time, and curricular guidance. Based on these findings, we offer directions for research and educator preparation/professional learning to help teachers implement content-language integrated practices that support multilingual learners in developing deep content and language learning in content-area classrooms across contexts.
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      – SubjectFull: Bilingual Students
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      – SubjectFull: Multilingualism
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Content and Language Integrated Learning
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      – SubjectFull: Immersion Programs
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      – SubjectFull: Second Language Learning
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Educational Practices
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