Integrating Language Literacy into the Teaching of Systems of Linear Equations in Two Variables: A Conceptual Framework for Instructional Module Development

Abstract

This study aims to formulate a conceptual framework for developing an instructional module on Systems of Linear Equations in Two Variables (SLETV) that integrates language literacy through a synthesis of previous research. A structured literature review was conducted on 38 initially identified documents, which were screened to 10 core articles published between 2019 and 2025. Data were extracted according to the development model, media format, instructional approach, and findings related to validity, practicality, effectiveness, problem-solving, and mathematical literacy. The synthesis indicates that SLETV research is dominated by the ADDIE, 4-D, and modified Borg and Gall models, together with the use of e-modules, websites, flipbooks, e-worksheets, and problem-based learning. Although these products have generally been reported as feasible and supportive of mathematics learning, linguistic support for understanding contextual problems has not yet been designed explicitly and systematically. This study therefore proposes three core module components: reinforcement of mathematical vocabulary, deconstruction of word-problem discourse, and mathematical language production, supported by teacher scaffolding guidelines and integrated assessment. The resulting framework provides a theoretical basis for the subsequent development and empirical testing of SLETV modules that integrate language and mathematical literacy.