Integrative content and language learning: a systematic review of methodologies for enhancing foreign language competence through history education in secondary schools

Vita A. Hamaniuk; Iryna A. Selyshcheva; Olena V. Hladka

doi:10.55056/ed.540

Authors

Vita A. Hamaniuk Kryvyi Rih State Pedagogical University https://orcid.org/0000-0002-3522-7673
Iryna A. Selyshcheva Kryvyi Rih State Pedagogical University https://orcid.org/0000-0002-4841-6449
Olena V. Hladka Kryvyi Rih State Pedagogical University https://orcid.org/0000-0002-9128-1551

DOI:

https://doi.org/10.55056/ed.540

Keywords:

Content and Language Integrated Learning (CLIL), foreign language education, history teaching, secondary education, educational methodology

Abstract

This systematic review examines methodologies for enhancing foreign language competence of secondary school students through integrative content and language approaches, with specific focus on history education. Drawing on Content and Language Integrated Learning (CLIL) theoretical frameworks and empirical research, we synthesize evidence on the effectiveness of integrating history content with language acquisition. The review followed PRISMA guidelines, analyzing 218 studies published between 2000-2025 that met inclusion criteria. Results reveal that successful integration hinges on four key dimensions: pedagogical approaches, language scaffolding, authentic materials integration, and assessment methodologies. The review identifies considerable evidence for positive impacts on receptive skills, vocabulary acquisition, and motivation, while highlighting the mixed effects on content knowledge acquisition and productive language skills. Based on the synthesis, we propose a novel Integrated History-Language Acquisition Framework (IHLAF) that conceptualizes the dynamic relationship between content knowledge, language competence, cognitive development, and cultural awareness. This framework contributes to the theoretical understanding of integrated learning while providing practical implications for curriculum design, teacher education, and educational policy. We discuss limitations in current implementation practices and propose future research directions to address challenges in balanced assessment, teacher preparation, and differentiated instruction.

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