Integration of Language Strategies in Teaching Science

This systematic literature review aimed to examine the integration of language strategies in science education, focusing on their integration in learning materials, teachers’ proficiency in integrating them in instruction, and the challenges faced during implementation. Drawing on studies published between 2010 and 2025, this review synthesized findings from empirical and conceptual research mostly within the Philippine context guided by the PRISMA framework. The review identified a variety of language strategies integrated into science learning resources, including vocabulary supports, visual supports, writing and creative expression, and interactive and collaborative activities aimed at supporting scientific literacy and comprehension. Findings indicated that while language strategies significantly enhance students’ understanding of scientific concepts, teachers’ proficiency in integrating these strategies varies widely due to differences in training, resources, and institutional support. Common challenges such as lack of adequate training, time constraints, resource limitations, alignment issues, and diverse learner needs are consistently reported. The review highlighted the need for sustained teacher education, development of linguistically accessible learning materials, and systemic support to improve language strategy integration in science education. These insights aimed to inform curriculum development, instructional design, and policy formulation to improve science teaching effectiveness and learner outcomes.