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<p>This scoping review synthesizes 30 empirical studies published between 2016 and 2025 on the implementation of English Medium Instruction (EMI) and Content and Language Integrated Learning (CLIL) in Central Asia. Following the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Scoping Reviews) framework, the review employed a systematic search across international and regional databases to identify studies conducted in Kazakhstan, Kyrgyzstan, Uzbekistan, Tajikistan, and Turkmenistan. The review reveals substantial geographic unevenness in the evidence base: most included studies were conducted in Kazakhstan, only limited evidence was identified from Kyrgyzstan and Uzbekistan, and no eligible empirical studies were found from Tajikistan or Turkmenistan. A further regional pattern is the concentration of EMI and CLIL research in higher education, particularly in STEM-related contexts, while primary and secondary education remain comparatively underexplored. The review also identifies thematic imbalances, especially the limited representation of administrators, policymakers, parents, and other stakeholders whose perspectives are important for understanding the conditions shaping EMI and CLIL implementation. Recurring challenges include teacher preparedness, language-related barriers, resource limitations, and sociopolitical constraints, especially in rural settings. Overall, the review highlights the need for more geographically inclusive and methodologically diverse research to better understand how contextual, linguistic, and institutional conditions influence EMI and CLIL implementation and to inform more grounded regional policy development.</p>

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Scoping Review of English Medium Instruction (EMI) and Content and Language Integrated Learning (CLIL) in Central Asia: Empirical Insights and Regional Policy Implications

  • 期刊论文

  • 发表日期：

    2026年5月19日

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  • Gulzhaina Kuralbayevna Kassymova,
  • Dian Safitri,
  • Yerkhan Abduldayev,
  • Shakizat S. Duisenbayeva,
  • Jamila Dosmagambetova,
  • Dimas Aulia Saputra,
  • Omar Mbala,
  • Aprilla Fortuna

摘要

This scoping review synthesizes 30 empirical studies published between 2016 and 2025 on the implementation of English Medium Instruction (EMI) and Content and Language Integrated Learning (CLIL) in Central Asia. Following the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Scoping Reviews) framework, the review employed a systematic search across international and regional databases to identify studies conducted in Kazakhstan, Kyrgyzstan, Uzbekistan, Tajikistan, and Turkmenistan. The review reveals substantial geographic unevenness in the evidence base: most included studies were conducted in Kazakhstan, only limited evidence was identified from Kyrgyzstan and Uzbekistan, and no eligible empirical studies were found from Tajikistan or Turkmenistan. A further regional pattern is the concentration of EMI and CLIL research in higher education, particularly in STEM-related contexts, while primary and secondary education remain comparatively underexplored. The review also identifies thematic imbalances, especially the limited representation of administrators, policymakers, parents, and other stakeholders whose perspectives are important for understanding the conditions shaping EMI and CLIL implementation. Recurring challenges include teacher preparedness, language-related barriers, resource limitations, and sociopolitical constraints, especially in rural settings. Overall, the review highlights the need for more geographically inclusive and methodologically diverse research to better understand how contextual, linguistic, and institutional conditions influence EMI and CLIL implementation and to inform more grounded regional policy development.