A review of hard CLIL learning materials: trends, foci, and implications for content-driven CLIL programmes

Content and Language Integrated Learning (CLIL) materials, which play a vital role in CLIL teaching and learning, have drawn increasing research attention due to the growing popularity of CLIL. However, CLIL teachers and students continue to grapple with a pronounced lack of appropriate materials. Considering the importance and paucity of CLIL materials, this scoping review aims to establish a comprehensive understanding of the current research landscape of hard CLIL materials by reviewing and synthesising 82 theoretical and empirical studies. This review addresses research questions related to (1) research trends in studies of hard CLIL materials in terms of publication year, geographic context, participants, educational level, and methodology; (2) research foci on hard CLIL materials; and (3) implications for CLIL teachers, researchers, and teacher educators. The findings suggest that research on hard CLIL materials has grown in recent years, with the majority of studies undertaken in Europe and Asia, conducted predominantly with qualitative and mixed research methods, and with teachers and students as key participants. Noticeable research foci lie in materials production and materials evaluation. The review also identifies implications for the key stakeholders. Based on the findings, suggestions for both practice and research are provided.