Книжная полка Сохранить
Размер шрифта:
А
А
А
|  Шрифт:
Arial
Times
|  Интервал:
Стандартный
Средний
Большой
|  Цвет сайта:
Ц
Ц
Ц
Ц
Ц

Интеграция образования, 2021, том 25, № 2 (103)

научный журнал
Бесплатно
Основная коллекция
Артикул: 764107.0001.99
Интеграция образования : научный журнал. - Саранск : ФГБОУ ВПО "МГУ им. Н.П. Огарёва", 2021. - Т. 25, № 2 (103). - 178 с. - ISSN 2308-1058. - Текст : электронный. - URL: https://znanium.ru/catalog/product/1815666 (дата обращения: 29.03.2024)
Фрагмент текстового слоя документа размещен для индексирующих роботов. Для полноценной работы с документом, пожалуйста, перейдите в ридер.
Научный журнал

УЧРЕДИТЕЛЬ И ИЗДАТЕЛЬ:

федеральное государственное  
бюджетное образовательное  

учреждение высшего  

образования «Национальный  

исследовательский Мордовский  
государственный университет  

им. Н. П. Огарёва»

430005, Российская Федерация,  

Республика Мордовия,  

г. Саранск, ул. Большевистская, 68

АДРЕС РЕДАКЦИИ:

430005, Российская Федерация,  

Республика Мордовия,  

г. Саранск, ул. Большевистская, 68

Тел./факс: +7 (834-2) 48-14-24 

Издается с января 1996 года

Периодичность издания – 4 раза в год

Подписной индекс – 46316

ISSN 1991-9468 (Print), 2308-1058 (Online)

Vol. 25, No. 2. 2021

(April – June)

Continuous issue – 103

Scholarly journal

FOUNDER AND PUBLISHER:

Federal State 

Budgetary Educational 

Institution  

of Higher Education 
“National Research  

Ogarev Mordovia 
State University”

68 Bolshevistskaya St., Saransk 430005, 

Republic of Mordovia,  

Russian Federation

EDITORIAL OFFICE:

68 Bolshevistskaya St., Saransk 430005, 

Republic of Mordovia,  

Russian Federation

Tel/Fax: +7 8342 481424

Published since January 1996

Periodicity: Quarterly

Subscription index – 46316

e-mail: inted@mail.ru, inted@adm.mrsu.ru

 http://edumag.mrsu.ru

© ФГБОУ ВО «МГУ им. Н. П. Огарёва», 2021

При цитировании ссылка на журнал  

«Интеграция образования Integration of Education» обязательна.

Полное или частичное воспроизведение в СМИ материалов, опубликованных  

в журнале, допускается только с разрешения редакции

ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ  
INTEGRATION OF EDUCATION

DOI: 10.15507/1991-9468

DOI: 10.15507/1991-9468.103.025.202102

Том 25, № 2. 2021
(апрель – июнь)

Сквозной номер выпуска – 103
16+

ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 25, № 2. 2021

Научный журнал «Интеграция образования» публикует оригинальные научные 

статьи (Full Articles) на русском и английском языках, ранее не публиковавшиеся в других 
изданиях. Основным тематическим направлением журнала является анализ генезиса и современного состояния ведущих тенденций научных интеграционных процессов в области 
образования. Миссия заключается в публикации результатов научных исследований, которые 
могут внести оригинальный вклад в следующие отрасли научного знания: ПЕДАГОГИКА, 
СОЦИОЛОГИЯ, ПСИХОЛОГИЯ.

Журнал адресован исследователям, аналитикам и практикам в области педагогики, пси
хологии и социологии образования, а также широкому кругу читателей, интересующихся 
проблемами интеграции образования в современном обществе.

Редакция осуществляет научное рецензирование («двойное слепое») всех поступающих 

в редакцию материалов. Рукопись статьи направляется на рецензирование для оценки ее 
научного содержания нескольким ведущим специалистам соответствующего профиля, имеющим научную специализацию, наиболее близкую к тематике статьи.

Редакция журнала реализует принцип нулевой толерантности к плагиату. Мониторинг не
корректного цитирования осуществляется с помощью систем «Антиплагиат» и «CrossCheck».

Журнал придерживается стандартов редакционной этики в соответствии с международ
ной практикой редактирования, рецензирования изданий и авторства научных публикаций 
и рекомендациями Committee on Publication Ethics (COPE).

Распространение – Россия, зарубежные страны.
Журнал предоставляет открытый доступ к полным текстам публикаций, исходя из сле
дующего принципа: открытый доступ к результатам исследований способствует увеличению 
глобального обмена знаниями.

Журнал входит в Перечень рецензируемых научных изданий, в которых должны быть 

опубликованы основные научные результаты диссертаций на соискание ученой степени 
кандидата наук, на соискание ученой степени доктора наук по научным специальностям  

и соответствующим им отраслям науки: 

22.00.04 – Социальная структура, социальные институты и процессы (социологические науки) 

13.00.02 – Теория и методика обучения и воспитания (по областям и уровням  

образования) (педагогические науки)

19.00.07 – Педагогическая психология (психологические науки)

Журнал индексируется и архивируется в: 

Российском индексе научного цитирования (РИНЦ) 

Scopus
EBSCO

ERIH PLUS

Ulrichsweb Global Serials Directory

SHERPA/RoMEO

ResearchBib

Журнал является членом Committee on Publication Ethics (COPE), Open Access Scholarly 

Publishers Association (OASPA), Directory of Open Access Journals (DOAJ),  

Ассоциации научных редакторов и издателей (АНРИ), CrossRef  

и международного сообщества рецензентов Publons

Материалы журнала доступны по лицензии Creative Commons “Attribution”  

(«Атрибуция») 4.0 Всемирная

INTEGRATION OF EDUCATION. Vol. 25, No. 2. 2021

The Integration of Education scholarly journal publishes original scientific articles (full 

articles) in Russian and English, which have not been previously published in other publications. 
The main thematic direction of the journal is the analysis of genesis and current state of the leading 
trends in scientific integration processes in education. The mission of the journal is to publish 
research insights that can make an original contribution to the following branches of scientific 
knowledge: Education, Sociology, Psychology.

The journal is addressed to researchers, analysts and practitioners in the field of pedagogy, 

psychology and sociology of education, as well as to a wide range of readers interested in the 
problems of integrating education in modern society.

The Editorial Board reviews (double-blind review) all incoming papers. The manuscript of 

the article is sent for review to several leading specialists of the corresponding profile, who have 
scientific specialization closest to the subject of the article, to evaluate the scientific content.

The Editorial Board follows the principle of zero tolerance to plagiarism. Plagiarism сhecking 

is carried out by using Anti-Plagiarism and CrossCheck software.

The journal adheres to editorial ethics standards following international practice of editing, 

reviewing, publishing and authorship of scientific publications and recommendations of the 
Committee on Publication Ethics (COPE).

The journal is distributed in Russia and other countries of the world.
The journal offers direct open access to full-text issues based on the following principle: open 

access to research results contributes to the increase of global knowledge sharing.

The journal is included in the List of peer reviewed scientific journals published by the 
Higher Attestation Commission in which major research results from the dissertations 
of Candidates of Sciences (Cand.Sci.) and Doctor of Science (Dr.Sci.) degrees are to be 
published. Scientific specialties of dissertations and their respective branches of science 

are as follows: 

22.00.04 – Social Structure, Social Institutions and Processes (Social Sciences)
13.00.02 – Theory and Methods of Teaching and Education (by Areas and Levels 

of Education) (Pedagogical Sciences)

19.00.07 – Pedagogical Psychology (Psychological Sciences)

The journal is indexed and archived in:

Russian Index of Science Citation

Scopus
EBSCO

ERIH PLUS

Ulrichsweb Global Serials Directory

SHERPA/RoMEO

ResearchBib

The journal is a member of the Committee on Publication Ethics (COPE), Open Access 
Scholarly Publishers Association (OASPA), Directory of Open Access Journals (DOAJ), 
Association of Scientific Editors and Publishers (ASEP), CrossRef and the international 

community of peer-reviewers Publons

The journal’s materials are available under the Creative Commons  

“Attribution” 4.0 Global License

ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 25, № 2. 2021

РЕДАКЦИОННАЯ КОЛЛЕГИЯ

Вдовин Сергей Михайлович – главный редактор, ректор ФГБОУ ВО «МГУ им. Н. П. Огарёва», 

кандидат экономических наук, доцент, ORCID: https://orcid.org/0000-0001-7363-1389, rector@adm.mrsu.ru 
(Саранск, Российская Федерация)

Полутин Сергей Викторович – заместитель главного редактора, директор НИИ регионо
логии ФГБОУ ВО «МГУ им. Н. П. Огарёва», доктор социологических наук, профессор, ORCID: 
https://orcid.org/0000-0003-0399-4154, polutin.sergei@yandex.ru (Саранск, Российская Федерация)

Гордина Светлана Викторовна – ответственный секретарь, член Европейской ассоциации науч
ных редакторов (EASE), кандидат педагогических наук, ORCID: https://orcid.org/0000-0003-2265-418X, 
inted@adm.mrsu.ru, inted@mail.ru (Саранск, Российская Федерация)

Буквич Райко Миланович – профессор Географического института «Jovan Cvijic» Сербской академии 

наук и искусств, доктор экономических наук, профессор, ORCID: https://orcid.org/0000-0001-6744-3912, 
r.bukvic@mail.ru (Белград, Сербия)

Варгас-Эрнандес Хосе Гуадалупе – доктор философии в области государственного управле
ния Исследовательского центра экономических и управленческих наук университета Гвадалахары,  
ORCID: https://orcid.org/0000-0003-0938-4197, jvargas2006@gmail.com (Гвадалахара, Халиско, Мексика)

Гафуров Ильшат Рафкатович – ректор ФГАОУ ВО «Казанский (Приволжский) федеральный 

университет», доктор экономических наук, профессор, ORCID: https://orcid.org/0000-0001-7744-2067, 
public.mail@kpfu.ru (Казань, Российская Федерация) 

Гусман Тирадо Рафаэль – профессор кафедры греческой и славянской филологии Гранадского 

университета, член президиума международной ассоциации преподавателей русского языка и литературы, доктор филологических наук, ORCID: https://orcid.org/0000-0002-4615-6436, rguzman@ugr.es  
(Гранада, Испания)

Камильо Aнджело – ассоциированный профессор менеджмента Школы бизнеса Университета 

Сонома, доктор философии, camillo@sonoma.edu (Бербанк, США)

Кириллова Ольга Владимировна – председатель Российского экспертного совета, пред
ставитель РЭС в Scopus CSAB, президент Ассоциации научных редакторов и издателей, кандидат 
технических наук, ORCID: https://orcid.org/0000-0002-0785-6181, ovkir@list.ru (Москва, Российская 
Федерация)

Маврудеас Ставрос – профессор департамента экономики Университета Македонии, доктор 

философии, ORCID: https://orcid.org/0000-0003-2230-7479, smavro@uom.edu.gr (Фессалоники, Греция)

Макаркин Николай Петрович – президент ФГБОУ ВО «МГУ им. Н. П. Огарёва», доктор эконо
мических наук, профессор, ORCID: https://orcid.org/0000-0002-3952-5811, makarkin@mrsu.ru (Саранск, 
Российская Федерация)

Маралов Владимир Георгиевич – профессор кафедры психологии ФГБОУ ВО «Череповец
кий государственный университет», доктор психологических наук, профессор, ORCID: https://
orcid.org/0000-0002-9627-2304, vgmaralov@yandex.ru (Череповец, Российская Федерация)

Мишра Камлеш – вице-канцлер Университета Ансал, доктор экономики, misra1957@gmail.com 

(Гургаон, Харьяна, Индия)

Прахмана Рулли Чаритас Индра – научный сотрудник в области математического образования 

департамента математического образования, Университет Ахмад Дахлан, доктор философии, ORCID: 
https://orcid.org/0000-0002-9406-689X, rully.indra@mpmat.uad.ac.id (Джокьякарта, Индонезия)

Сингх Кадьян Джагбир – доцент департамента коммерции Колледжа им. Свами Шраддхан
нанда, Университет Дели; почетный директор Индийского глобального института управления, 
образования и исследований, доктор философии в коммерции, магистр экономики и финансов, 
ORCID: https://orcid.org/0000-0002-1882-0643, dr.jskadyan@gmail.com (Нью-Дели, Индия)

Стриелковски Вадим – профессор Пражской бизнес-школы, директор Пражского Института 

повышения квалификации, научный сотрудник Калифорнийского университета Беркли (США), доктор 
наук, профессор, ORCID: https://orcid.org/0000-0001-6113-3841, strielkowski@berkeley.edu (Прага, Чехия) 

Фёльдeш Чаба – заведующий кафедрой германского языкознания факультета гуманитарных наук 

Эрфуртского университета, действительный член Европейской академии, доктор филологических 
наук, профессор, ORCID: https://orcid.org/0000-0002-4711-2072, foeldes@foeldes.eu (Эрфурт, Германия)

Хамуда Самир – профессор физического факультета университета Бенгази, ORCID: https://

orcid.org/0000-0002-9958-0257, dr.hamouda@gmail.com (Бенгази, Ливия)

Хорватова Зузана – старший преподаватель кафедры юридических дисциплин и государ- 

ственного управления Метропольного университета Праги, доктор философии, ORCID: https://
orcid.org/0000-0001-8838-2792, zuzana.horvathova@mup.cz (Прага, Чехия) 

Чошанов Мурат Аширович – профессор кафедры математических наук и подготовки учителя Техас
ского университета, доктор педагогических наук, профессор, ORCID: https://orcid.org/0000-0002-2852-4311, 
mouratt@utep.edu (Эль-Пасо, Техас, США) 

Юсофф Сазали – директор Института педагогического образования Tuanku Bainun Campus (IPGKTB), 

Министерство образования Малайзии, доктор философии, sazali@mseam.org.my (Пенанг, Малайзия) 

Янчук Владимир Александрович – декан факультета профессионального развития специалистов 

образования ГУО «Академия последипломного образования», доктор психологических наук, профессор, 
ORCID: https://orcid.org/0000-0002-4524-8371, yanchuk1954@gmail.com (Минск, Республика Беларусь)

INTEGRATION OF EDUCATION. Vol. 25, No. 2. 2021

EDITORIAL BOARD

Sergey М. Vdovin – Editor-in-Chief, Rector of National Research Mordovia State University, Cand.Sci. 

(Econ.), Associate Professor, ORCID: https://orcid.org/0000-0001-7363-1389, rector@adm.mrsu.ru (Saransk, 
Russian Federation)

Sergey V. Polutin – Deputy Editor-in-Chief, Director of Research Institute of Regional 

Studies of National Research Mordovia State University, Dr.Sci. (Sociol.), Professor, ORCID:  
https://orcid.org/0000-0003-0399-4154, polutin.sergei@yandex.ru (Saransk, Russian Federation)

Svetlana V. Gordina – Executive Editor, member of European Association of Science Editors (EASE), 

Cand.Sci. (Ped.), ORCID: https://orcid.org/0000-0003-2265-418X, inted@adm.mrsu.ru, inted@mail.ru 
(Saransk, Russian Federation)

Rajko M. Bukvic – Professor of the Jovan Cvijic Geographic Institute of the Serbian Academy of Sciences 

and Arts, Dr.Sci. (Econ.), Full Professor, ORCID: https://orcid.org/0000-0001-6744-3912, r.bukvic@mail.ru  
(Belgrad, Serbia)

Angelo A. Camillo – Associate Professor of Management, School of Business, Sonoma State University, 

Ph.D., camillo@sonoma.edu (Burbank, USA)

Csaba Földes – Head of the Department of Germanic Linguistics, University of Erfurt, member of the 

European Academy, Ph.D., Dr.Sci., Full Professor, ORCID: https://orcid.org/0000-0002-4711-2072, 
foeldes@foeldes.eu (Erfurt, Germany)

Ilshat R. Gafurov – Rector of Kazan (Volga region) Federal University, Dr.Sci. (Econ.), Professor,  

ORCID: https://orcid.org/0000-0001-7744-2067, public.mail@kpfu.ru (Kazan, Russian Federation)

Rafael Guzman-Tirado – Professor of Greek and Slavic Philology, University of Granada, Member 

of the Presidium of the International Association of Russian Language and Literature Teachers, Dr.Sci. 
(Philol.), ORCID: https://orcid.org/0000-0002-4615-6436, rguzman@ugr.es (Granada, Spain)  

Samir Hamouda – Professor, Department of Physics, University of Benghazi, ORCID:  

https://orcid.org/0000-0002-9958-0257, dr.hamouda@gmail.com (Benghazi, Libya)

Zuzana Horváthová – Senior Lecturer, Chair of Legal Specializations and Public Administration, 

Metropolitan University, Ph.D., ORCID: https://orcid.org/0000-0001-8838-2792, zuzana.horvathova@mup.cz 
(Prague, Czech Republic)

Jagbir Singh Kadyan – Associated Professor of Department of Commerce, Swami Shraddhanand Col
lege, University of Delhi, Honorary Director: IndoGlobal Institute of Management, Training and Research, 
Ph.D. (Commerce), M.Com (PIMR & Marketing); MA (Eco); MMS (Fin); GDC&A; MIMA; AMT- AIMA, 
ORCID: https://orcid.org/0000-0002-1882-0643, dr.jskadyan@gmail.com (New Delhi, India)

Olga V. Kirillova – Chair of Scopus ECSAC-Russia SCAB, President of Association of Scientific 

Editors and Publishers, Cand.Sci. (Eng.), ORCID: https://orcid.org/0000-0002-0785-6181, ovkir@list.ru 
(Moscow, Russian Federation)

Nikolay P. Makarkin – President of National Research Mordovia State University, Dr.Sci. (Econ.), 

Professor, ORCID: https://orcid.org/0000-0002-3952-5811, makarkin@mrsu.ru (Saransk, Russian Federation) 

Vladimir G. Maralov – Professor of Psychology Chair, Cherepovets State University, Dr.Sci. (Psy
chol.), Professor, ORCID: https://orcid.org/0000-0002-9627-2304, vgmaralov@yandex.ru (Cherepovets, 
Russian Federation)

Stavros Mavroudeas – Professor of Political Economy, Department of Economics, University of Mace
donia, Ph.D., ORCID: https://orcid.org/0000-0003-2230-7479, smavro@uom.edu.gr (Thessaloniki, Greece)

Kamlesh Misra – Vice Chancellor, Ansal University, Ph.D., misra1957@gmail.com (Gurgaon, India)
Rully Charitas Indra Prahmana – Senior Lecturer and Researcher in Mathematics Education for 

Master Program on Mathematics Education Department, Universitas Ahmad Dahlan, Ph.D., ORCID: https://
orcid.org/0000-0002-9406-689X, rully.indra@mpmat.uad.ac.id (Yogyakarta, Indonesia)

Wadim Strielkowski – Professor of Prague Business School, Director of Prague Institute for 

Qualification Enhancement, Visiting Professor of University of California, Ph.D., Professor, ORCID: https://
orcid.org/0000-0001-6113-3841, strielkowski@berkeley.edu (Prague, Czech Republic)

Mourat A. Тchoshanov – Professor, Departments of Mathematical Sciences and Teacher Education, 

University of Texas at El Paso, Ph.D., ORCID: https://orcid.org/0000-0002-2852-4311, mouratt@utep.edu 
(El Paso, Texas, USA)

José G. Vargas-Hernández – Research Professor at University Center of Economic and Managerial 

Sciences, University of Guadalajara, M.B.A.; Ph.D., ORCID: https://orcid.org/0000-0003-0938-4197, 
jvargas2006@gmail.com (Guadalajara, Jalisco, México)

Vladimir A. Yanchuk – Dean of Faculty of Development for Specialists in Sphere of Education of Acade
my of Postgraduate Education, Dr.Sci. (Psychol.), Professor, ORCID: https://orcid.org/0000-0002-4524-8371, 
yanchuk1954@gmail.com (Minsk, Belarus)

Sazali Yusoof – Director at Institute of Teacher Education Tuanku Bainun Campus, Ministry of Edu
cation of Malaysia, Ph.D., sazali@mseam.org.my (Pinang, Malaysia)

ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 25, № 2. 2021

http://edumag.mrsu.ru
DOI: 10.15507/1991-9468.103.025.202102

ISSN 1991-9468 (Print) 

ISSN 2308-1058 (Online) 

COДЕРЖАНИЕ

Международный опыт интеграции образования

И. Цимерманова. Обзор европейских исследований по предметно-языковому 

интегрированному обучению  ........................................................................ 192

С. Эрнандес-Ортис, А. Прехт, Ж. Н. Кудина. Неуспеваемость в школе:  

систематический обзор публикаций в области социальных наук  ............................... 214

Социология образования

Т. М. Резер. Социальные ценности студентов в условиях цифровизации образования 

и СOVID-19  ................................................................................................................... 226

О. В. Дехнич, О. В. Лютова, М. А. Трубицын, Е. С. Данилова. Плюсы и минусы 

увеличения численности иностранного контингента российских вузов  ..................... 244

И. В. Цветкова, Т. Н. Иванова. Социальные компетенции старшеклассников с позиций 

контекстного подхода  .................................................................................................... 257

Психология образования

С. А. Завражин, М. М. Фомина. Некоторые проявления мстительного поведения 

в педагогическом дискурсе  ........................................................................................... 273

И. В. Серафимович, Н. В. Шляхтина, Н. И. Бобылева. Профессиональное мышление 

и социально-психологические особенности менеджеров в образовании  .................... 288

Академическая интеграция

И. М. Бабич, В. К. Омарова, А. А. Баратова, Н. И. Чуркина. Интеграция IBL 

и CLIL в подготовке будущих учителей к преподаванию естественных наук 
в условиях полиязычия  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 304

В. З. Кантор, Г. В. Никулина, И. Н. Никулина. Уровень развития коммуникативной 

компетентности младших школьников со зрительной недостаточностью в различных 
институционально-образовательных условиях  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 321

О. Е. Грибова, А. А. Алмазова. Стратегии заполнения лакун в клоуз-тесте учащимися 

с тяжелыми нарушениями речи  . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 340

Информация для авторов и читателей (на рус. яз.)  ......................................................................... 359

Информация для авторов и читателей (на англ. яз.)  ........................................................................361

INTEGRATION OF EDUCATION. Vol. 25, No. 2. 2021

http://edumag.mrsu.ru
DOI:  10.15507/1991-9468.103.025.202102

ISSN 1991-9468 (Print) 

ISSN 2308-1058 (Online) 

CONTENTS

International Experience in the Integration of Education

I. Cimermanová. A Review of European Research on Content and Language Integrated 

Learning  ................................................................................................... 192

S. Hernández-Ortiz, A. Precht, J. N. Cudina. High School Failure, a Systematic Review  

in the Social Sciences  .................................................................................................... 214

Sociology of Education

Т. М. Rezer. Social Values of Students in Conditions of Digitalization of Education 

and COVID-19 ................................................................................................................ 226

O. V. Dekhnich, O. V. Lyutova, M. A. Trubitsyn, E. S. Danilova. More International 

Students Coming to Russia: Pros and Cons  ................................................................... 244

I. V. Tsvetkova, T. N. Ivanova. The Social Competences of High School Students from 

a Contextual Approach  ................................................................................................... 257

Psychology of Education

S. A. Zavrazhin, M. M. Fomina. Some Manifestations of Vindictive Behavior  

in Pedagogical Discourse  .............................................................................. 273

I. V. Serafimovich, N. V. Shlyakhtina, N. I. Bobyleva. Professional Thinking  

and Socio-Psychological Features of Managers in Education  ......................................... 288

Academic Integration

I. M. Babich, V. K. Omarova, A. A. Baratova, N. I. Churkina. Integration of IBL  

and CLIL in Preparing Prospective Teachers for Teaching Natural Sciences  
in Multilingual Environment  .......................................................................... 304

V. Z. Kantor, G. V. Nikulina, I. N. Nikulina. Development of Communicative Competence  

in Junior High School Students with Visual Impairment in Different Institutional  
and Educational Settings  ................................................................................................ 321

O. E. Gribova, A. A. Almazova. Close Gap Test Strategies for Students with Severe  

Speech Impairment  ......................................................................................................... 340

Information for Authors and Readers of the Journal (In Russ.) ............................................. 359

Information for Authors and Readers of the Journal (In Eng.) .............................................. 361

ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 25, № 2. 2021

192

Original article

A Review of European Research on Content  

and Language Integrated Learning

I. Cimermanová

University of Presov, Presov, Slovakia,

ivana.cimermanova@unipo.sk

Introduction. Subjects’ integration in formal teaching can play an important role in addressing the issue of authentic and meaningful learning as opposed to rote memorisation. Content and language integrated learning has 
been the subject of educational studies for three decades. The scope of research is broad, and from the primary 
focus on foreign language performance, it has been slowly extended to the impact of Content and language integrated learning on content and mother tongue. The purpose of the research is to summarize selected research 
articles on Content and language integrated learning application and to estimate its summary average effect on 
content development in a group of students aged 10‒16.
Materials and Methods. The article presents the systematic review of the studies published in the Web of Science database in the last decade (2010–2020) and surveys the selected empirical studies that focus on the impact 
of Content and language integrated learning implementation on the content subjects at primary and secondary 
schools. Sixteen studies met the inclusion criteria and were included in the analysis. Data from six studies were 
also statistically evaluated using Comprehensive meta analysis and RevMan software, and the synthesis is presented in the Results and Discussion parts. 
Results. Based on the 16 discussed studies’ results, Content and language integrated learning intervention produces 
positive added value; however, the statistical meta-analysis showed no statistically significant differences between the 
Content and language integrated learning and non-CLIL groups in their content knowledge and the results favouring 
non-CLIL groups. As the groups’ size differed in terms of absolute value, the pooled standard deviation was used to 
reflect the sample sizes and standard deviation were averaged with more weight given to the larger sample groups.
Discussion and Conclusion. The practical significance and prospects of the study lie in pointing out the benefits 
of Content and language integrated learning and stressing the importance of its inclusion in teacher training study 
programmes along with the development of pre-service teachers’ creativity, critical thinking and ability to create 
their materials.

Keywords: Content and language integrated learning, content subject, systematic review, meta-analysis, experiment

Funding: This study is a part of a research project financed by the Slovak Ministry of Education, Science, Research and Sport (KEGA 032PU-4/2019, project: Creating teaching materials for content and language integrated 
learning at elementary schools). 

Acknowledgements: I am very grateful to the anonymous reviewers whose comments and suggestions helped 
improve and clarify this manuscript.

The author declares no conflict of interest.

© Cimermanová I., 2021

УДК 37.043.2-055.-1

DOI: 10.15507/1991-9468.103.025.202102.192-213

http://edumag.mrsu.ru
ISSN 1991-9468 (Print), 2308-1058 (Online)

Контент доступен под лицензией Creative Commons Attribution 4.0 License. 
The content is available under Creative Commons Attribution 4.0 License.

МЕЖДУНАРОДНЫЙ ОПЫТ ИНТЕГРАЦИИ 

ОБРАЗОВАНИЯ / INTERNATIONAL EXPERIENCE  

IN THE INTEGRATION OF EDUCATION

INTEGRATION OF EDUCATION. Vol. 25, No. 2. 2021

193
INTERNATIONAL EXPERIENCE IN THE INTEGRATION OF EDUCATION

For citation: Cimermanová I. A Review of European Research on Content and Language Integrated Learning. 
Integratsiya obrazovaniya = Integration of Education. 2021; 25(2):192-213. DOI: https://doi.org/10.15507/19919468.103.025.202102.192-213

Оригинальная статья

Обзор европейских исследований  

по предметно-языковому интегрированному 

обучению

И. Цимерманова

Прешовский университет, г. Прешов, Словакия,

ivana.cimermanova@unipo.sk

Введение. Интеграция предметов в формальное обучение выполняет важную роль в решении проблемы 
аутентичного и осмысленного обучения в отличие от механического запоминания. В течение трех десятилетий предметно-языковое интегрированное обучение (CLIL) было объектом образовательных исследований. От основного внимания к уровню владения иностранным языком он постепенно расширился до 
влияния данного метода на содержание и родной язык. Цель настоящей работы – обобщить отобранные 
исследовательские статьи по применению предметно-языкового интегрированного обучения и оценить 
его суммарный средний эффект на развитие контента в группе учащихся в возрасте 10–16 лет.
Материалы и методы. В статье представлен систематический обзор исследований, опубликованных 
в базе данных Web of Science за последнее десятилетие (2010–2020), проанализированы отдельные эмпирические исследования, посвященные влиянию внедрения предметно-языкового интегрированного обучения на теоретические курсы (предметы) в начальных и средних школах. 
Результаты исследования. Проанализированы 16 исследований, соответствующие критериям включения, 6 исследований были статистически оценены с использованием комплексного мета-анализа и программного обеспечения RevMan. Основываясь на результатах 16 обсуждаемых исследований, было доказано, что применение данного метода дает положительную практическую пользу. Однако статистический 
мета-анализ не обнаружил статистически значимых различий между группами, использующими интегрированные уроки и не применяющими их. Поскольку размеры групп различались по абсолютной величине, 
объединенное стандартное отклонение использовалось для отражения размеров выборки. 
Обсуждение и заключение. Практическая значимость и перспективы исследования демонстрируют 
преимущества предметно-языкового интегрированного обучения и важность его включения в учебные 
программы подготовки учителей наряду с развитием творческого потенциала, критического мышления 
и способности создавать свои материалы.

Ключевые слова: предметно-языковое интегрированное обучение, теоретический предмет, систематический обзор, мета-анализ, эксперимент

Финансирование: данная статья поддержана проектом, финансируемым Министерством образования, науки, исследований и спорта Словакии (KEGA 032PU-4/2019, проект «Создание учебных материалов для 
предметного и языкового интегрированного обучения в начальных школах»).

Благодарности: автор выражает благодарность анонимным рецензентам за ценные замечания, которые 
позволили улучшить качество статьи.

Автор заявляет об отсутствии конфликта интересов.

Для цитирования: Цимерманова, И. Обзор европейских исследований по предметно-языковому интегрированному обучению / И. Цимерманова. – DOI 10.15507/1991-9468.103.025.202102.192-213 // Интеграция 
образования. – 2021. – Т. 25, № 2. – С. 192–213.

Introduction

Communication in a foreign language(s) 

belongs to the key competencies for life-long 
learning. Communication involves not only 

skill(s) but also intercultural understanding. 
Foreign languages have been learnt and 
taught for centuries. The research into the 
history of English as a foreign language  

ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 25, № 2. 2021

194
МЕЖДУНАРОДНЫЙ ОПЫТ ИНТЕГРАЦИИ ОБРАЗОВАНИЯ 

teaching maps describes different methods 
and approaches. The methods have reflected the current knowledge and the theories 
as well as learners’ needs. Content language 
integrated learning (CLIL) is a methodology when a foreign language functions 
as a means of communication rather than 
the aim of teaching, and language learning 
becomes meaningful and leads toward better long-term retention. It is based on dual 
aims (content / subject discipline aims and 
language teaching aims), and its main principles are often presented by the abbreviation 
4Cs1 – content, communication, cognition 
and culture, or extended 5C, which includes 
the development of competence2. The competence in this context means that teachers 
should consider “can-do” statements3 they 
want their students to be able to do by the end 
of the lesson. The framework 4C+1 was suggested by Lynch [1] addressing also the theory presented by Coyle, Hood and Marsh4. The 
term CLIL came into existence in 1994 [2]; 
however, it has a much longer history and 
the signs of the CLIL principles have been 
present in different approaches; e. g. integrated thematic instruction (school model 
designed by Susan Kovalik5), immersion [3], 
content-based instruction [4], task-based 
language teaching [5], English for specific 
purpose [6–10] or bilingual education (see, 
e.g. [11]). Marsh refers to CLIL as to a “generic term” and describes it as an “educational approach in which diverse methodologies 
are used which lead to dual-focussed education where attention is given to both topic and 
language of instruction that includes a wide 
range of approaches” [12, p. 233]. This is 
one of the reasons why the studies on CLIL 
might be difficult or even inappropriate to 
compare. The studies where the applied approach is defined as CLIL may differ in the 
perception of what CLIL is, and it happens 

that more rigorous researchers would evaluate or define it as immersion or perhaps CBI 
(content-based instruction), see [13; 14].

CLIL has substantially increased across 

Europe [15], and it is also reflected in the 
research. The earliest studies have primarily 
examined the impact of CLIL on foreign-language performance. Later, the focus was also shifted to the content learning impact and 
different aspects that may influence the results of CLIL application on language and 
content learning. The aspects that influence 
CLIL results, e.g. classroom interaction [16], 
strategies [17; 18], age [19], the influence of 
affective factors [20; 21], motivation [22], 
gender [22; 23], household structure [24], 
socioeconomic status [25; 26], became the 
subject of more in-depth focus. The experimental data are rather positive [27–31], especially concerning the positive impact of CLIL 
on language gains, motivation increase and 
positive change of attitudes towards foreign 
language learning; however, it is a more complex issue, and as such, the impact has to be 
studied and interpreted from a much broader context. Pérez Cañado studied the effects 
of CLIL on mother tongue (L1) and content learning, and she stresses that the CLIL 
students who receive instruction in L1 outperform their peers, especially in the long term, 
and she suggests that increased time and input are crucial for CLIL students “to achieve 
either the same or superior content results as 
their monolingual peers” [27]. 

In their study, Castellano-Risco, Ale
jo-González & Piquer-Píriz reported that 
CLIL students nearly doubled regular EFL 
learners’ receptive vocabulary knowledge in their research sample [28]. The study 
presents the experiment results realised with 
the convenience sample of 44 third-grade 
secondary school students where the CLIL 
group was exposed to cca 810 more hours 

1 Coyle D. Developing CLIL: Towards a Theory of Practice. In: Monograph 6. Barcelona, Spain: APAC 

Barcelona; 2006. (In Eng.) 

2 Montalto S.A., Walter L., Theodorou M., Chrysanthou K. The CLIL Guide Book. Lifelong Learning Pro
gram. 2014. Available at: https://www.languages.dk/archive/clil4u/book/CLIL%20Book%20En.pdf (accessed 
25.11.2020). (In Eng.)

3 Ibid.
4 Coyle D., Hood P., Marsh D. CLIL: Content and Language Integrated Learning. Cambridge: Cambridge 

University Press; 2010. Available at: https://abdn.pure.elsevier.com/en/publications/content-and-languageintegrated-learning (accessed 25.11.2020). (In Eng.)

5 Kovalik S., Olsen K. ITI: The Model: Integrated Thematic Instruction; United States: S. Kovalik & Asso
ciates; 1993. (In Eng.) 

INTEGRATION OF EDUCATION. Vol. 25, No. 2. 2021

195
INTERNATIONAL EXPERIENCE IN THE INTEGRATION OF EDUCATION

of the foreign language than the non-CLIL 
group. The authors highlight the added value of CLIL application – an effect on the 
way learners perform when learning languages. CLIL students apply language learning 
strategies more effectively compared to their 
non-CLIL peers. The learning is influenced 
by the motivation and attitudes of students 
towards the subject. The students’ attitude 
towards the target language was also the subject of numerous studies, some of which indicate that it declines in time [29]. Martínez 
Agudo [30] confirmed the results of research 
conducted by Somers & Llinares [31] and 
claimed that motivation observed at the initial stages of CLIL implementation starts to 
decline when CLIL becomes a regular practice and is no more a novelty for learners.

The impact on content and a possible in
fluence (both positive and negative) on L1 
should be studied systematically simultaneously with the effect on foreign language. Impressive results on using CLIL and L1 proficiency are presented in the studies, e.g. [27; 
32–34] and indicate that the research in the 
field should be extended. Naturally, using 
a target language in content subject evokes 
the questions concerning L1 knowledge and 
its possible problems; e.g. attention divided 
between learning language and learning content; smaller L1 vocabulary size compared to 
learnersʼ monolingual pairs; problems with 
subject terminology in L1. etc. L1 formed 
the central focus of a study by Navarro-Pablo 
& Gándara [32] in which the authors found 
that CLIL does not negatively influence the 
development of learners’ L1 skills and knowledge, and they suggest that appropriate CLIL 
delivery based on the years of implementation and experience may benefit it. Similarly, 
Pérez Cañado claims, based on her research, 
that “CLIL is not detrimentally impacting L1 
competence and is not watering down content learning, on which the positive impact of 
CLIL is particularly felt in the long term” [27, 
p. 18]. Esther Nieto-Moreno-de-Diezmas 
studied the effect of content and language 
integrated learning on reading competence 
development in the mother tongue and observed and concluded a significantly positive 
impact of bilingual education on vocabulary in the L1 [33]. The author claims that 

“bilingual education (CLIL) does not harm 
the acquisition of reading competence in the 
mother tongue, since there are no significant 
overall differences between the CLIL experimental group and mainstream students” [33, 
p. 50]. What more, the results of the nationwide Spanish study [32] show not just a neutral effect but a positive one. The sample 
consisted of 271 primary (age 11) and secondary school (age 15) students from seven 
public schools and 38 EFL teachers, content 
teachers and language assistants. One of the 
study aims was to focus on the differences in 
Spanish Language and Literature results between CLIL and non-CLIL students. There 
were statistically significant differences in 
Spanish Language and Literature results 
between CLIL and non-CLIL students, favouring CLIL ones: both primary and secondary CLIL students outperformed non-CLIL 
students despite expectations derived from 
reduced L1 input in their end-of-year assessment in Spanish Language and Literature.

The research results, however, have to 

be carefully interpreted as, as it has been 
already mentioned, there are many moderating variables and factors that influence the 
strength or direction of an effect (of the educational process – age, gender, proficiency 
level, motivation, exposure time, intensity, 
social status and others) (see also [35]). 

The replication studies are very impor
tant in research generally and in education 
especially. The experimenters should follow 
the same procedures; however, it is very difficult to minimise the factors that influence 
education results. There are not many studies 
that have examined the effects of CLIL on 
the content subjects and provide quantitative 
evidence of this impact. Not rarely, the experimental studies use relatively small convenience samples and the effect size referring to 
the value of a statistic calculated from a sample of data, similarly as the significance can 
be difficult to interpret. Systematic reviews 
and meta-analysis can be used to aggregate 
the effect size by integrating the results of 
different studies (selected based on defined 
criteria according to the research question) 
and meta-analyses enable the researchers to 
synthesise data from research with the same 
characteristics.

ИНТЕГРАЦИЯ ОБРАЗОВАНИЯ. Т. 25, № 2. 2021

196
МЕЖДУНАРОДНЫЙ ОПЫТ ИНТЕГРАЦИИ ОБРАЗОВАНИЯ 

This study aims to establish comprehen
sive evidence about the effect of CLIL on 
the content subject. Therefore, we will conduct a review and meta-analysis of selected 
studies’ data and compare the CLIL versus 
non-CLIL group. Concerning the data presented in this research, we have to admit, 
that we do not deal with the replication studies but tried to select the studies that work 
with a similar sample (age, type of school) 
and focus on the influence of CLIL on a subject discipline (content knowledge) based on 
the experimental data analysis.

The Effect of CLIL  
on Content Learning

Bonces defines CLIL as “a coherent 

way of doubling the amount of exposure to 
the language, without the necessity of adding 
more room in the timetable for language (only) lessons” [36, p. 183] what might seem to 
suggest that the primary focus of CLIL is language learning. This is not entirely the real 
situation as CLIL is content-driven6 and the 
dual aims should guarantee content development. Yet, Cenoz, Genesee & Gorter indicate 
that the proofs about the balanced pedagogic 
integration of content and language in CLIL 
are unconvincing [37]. Even after 10 years 
since the text was published we still miss the 
data that would indicate the change. To date, 
studies investigating CLIL and its impact on 
the content subject have produced equivocal 
results. Some studies have shown the beneficial effects of CLIL, but others have shown 
a deterioration in the results.

A systematic review realised by Gra
ham et al. presents the results of 25 studies 
that were focused on language and/or content development as a result of CLIL application [38]. Six of them dealt with content 
(Mathematics (2), Physics (1); Accounting, 
Finance and History (1); World economy 
history and world economy (1); Science (1)). 
In one case there was no statistically significant difference between the groups; in 2 studies (both focused on Mathematics) CLIL 
groups performed better. Speaking about all 
25 studies, there are only three cases with 
the results positive in favour of non-CLIL, 

eight studies found no difference between the 
CLIL and non-CLIL groups and in the rest of 
the studies (14) CLIL students reached better 
results than the non-CLIL students. The authors stress the need to be cautious, as not all 
studies present the pre-test results. It is equally important to mention that various studies 
mention not only positive results in knowledge gains but they also present based on 
both quantitative and qualitative data, change 
of motivation [39], attitude [40; 41], use 
of strategies [42], way of thinking, critical 
thinking [43], analogical reasoning [44] etc.

This study synthesises research located 

from WoS database on CLIL teaching conducted in the last 10 years and examines the 
impact of CLIL on content knowledge gains 
in the groups of 10‒16 years old learners in 
CLIL and non-CLIL settings.

Materials and Methods

Review question. This review focuses on 

studies exploring the effectiveness of a CLIL 
on content subject knowledge in a group 
of students aged 10–16. In the majority of 
European countries CLIL is implemented at 
the lower secondary education (ISCED 2) 
what corresponds to the 10/11–15/16 years. 
The review also aims to answer the questions which methods are common to assess 
content learning in CLIL and define the possible gaps in the research. 

Selection of the studies. To identify the 

relevant studies, four databases from the 
Web of Science Core Collection were used 
as a source of high-quality peer-reviewed 
studies, namely (1) Science Citation Index 
Expanded, (2) Social Sciences Citation Index, (3) Arts & Humanities Citation Index 
and (4) Emerging Sources Citation Index. 
The timespan was limited to the studies published in the period from 2010 till 2020. The 
basic search (looking for “CLIL research” 
studies) resulted in 395 studies.

Inclusion criteria. All texts were screened 

following the PRISMA protocol steps. 
PRISMA statement consists of a checklist and 
a flow diagram, and it is a set of items for 
reporting systematic reviews. It is available online7 and has been published in several 

6 Coyle D., Hood P., Marsh D. CLIL: Content and Language Integrated Learning.
7 PRISMA. Transparent Reporting of Systematic Reviews and Meta-Analyses [Electronic resource]. Availab
le at: http://www.prisma-statement.org/.