Content and Language Integrated Learning, English-Medium Instruction, and English for Specific Purposes in Higher Education: A Systematic Literature Review

The growing use of English in higher education, particularly where it functions as a second or foreign language, has increased attention to teaching that supports access to disciplinary content and language development. This review synthesizes teaching practices in higher education across content and language integrated learning (CLIL), English-medium instruction (EMI), and English for specific purposes (ESP) contexts. It examines 64 studies from 2013 to 2023, identifying 320 teaching-practice records. Practices were analyzed using a coding framework informed by high-leverage and core teaching practices and classified by their primary focus on language, content, or integrated learning. Findings show substantial overlap across CLIL, EMI, and ESP alongside differences in emphasis. Integrated learning was most prominent in CLIL, language-focused practices were most prominent in EMI, and ESP showed the most balanced distribution across language, content, and integrated learning. These patterns suggest that the three approaches differ less in the practices used than in how those practices are emphasized and oriented toward distinct learning goals.