EMI and CLIL in Asian schools: A scoping review of empirical research between 2015 and 2022

Abstract

As the role of English as a global language grows, many governments in the Asian region have been promoting the use of English as medium of instruction (EMI) in universities and schools. In recent years, the use of EMI has been promoted in the form of Content Language Integrated Learning (CLIL) in many pre-primary, primary and secondary school systems in Asia. Because this focus on the school sector is relatively new, there seems to be relatively limited empirical research on the implementation of EMI and CLIL in primary and secondary schools in Asia. Using scoping review methodology, this paper aims to ‘map the terrain’ by providing an overview of the contexts and focus areas of empirical research conducted in the last seven years (2015–2022). The findings highlight gaps in the existing body of literature, including a lack of research in primary school and early childhood contexts, limited research in some countries in the Asian region, and a relatively narrow range of research focus areas, stakeholder perspectives and methodological approaches. These findings highlight areas that future researchers may consider as they investigate EMI and CLIL in school contexts in Asia.