ABSTRACT
Introducing content and language integrated learning (CLIL) involves substantial changes in the way of teaching and delivering the curriculum. Successful CLIL implementation requires the creation of a supportive learning environment and appropriate learning resources. Planning and designing teaching materials are central to this process, as highly integrative, multilayered, and cognitively demanding learning resources can help CLIL students build confidence in experimenting with the new language and content and manage their own learning. At the same time, the provision and design of appropriate teaching materials can pose challenges and tensions in CLIL implementation. This chapter reviews empirical, conceptual, and practice-based publications on the development, adaptation, selection, and use of teaching resources in CLIL settings. In particular, the chapter synthesises up-to-date knowledge and expertise about the nature and characteristics of CLIL-specific resources. Additionally, the chapter establishes gaps in the theoretical and empirical literature with the aim to propose avenues for further research and generate implications for policy and practice.
