A Systematic Review of Understanding Content and Language Integrated Learning (CLIL) in Multiliteracy Cognitive Abilities: What the literature says?

Abstract

Literacy skills, particularly reading skills, are a crucial aspect of modern education. Content and Language Integrated Learning (CLIL), an approach that combines language and content learning, has been recognized as effective in enhancing students’ cognitive skills, especially in the context of reading. This study aims to analyze the impact of CLIL implementation on students’ cognitive reading abilities and its relevance to Indonesian language learning as well as the improvement of functional literacy. The study employs a Systematic Literature Review (SLR) method by analyzing 43 articles sourced from databases such as ScienceDirect, Scopus, and SINTA. These articles were selected based on their relevance to the topics of CLIL and the cognitive development of students’ reading skills. The findings indicate that CLIL can enhance critical, analytical, and problem- solving skills in reading. Furthermore, its application in Indonesian language learning enables the integration of local and global content, thereby strengthening students’ comprehension of texts. CLIL has also been proven effective in developing functional literacy by helping students apply both language and cognitive skills in real-world contexts. Challenges in its implementation, such as the lack of teacher training, can be addressed through more responsive strategies and technological support.