Tren dan Kesenjangan Riset dalam CLIL dan Pendidikan Matematika Bilingual: Pemetaan Bibliometrik Literatur Terindeks Scopus Tahun 2010–2026

Noormaliah (Universitas PGRI Kalimantan)
Arifin Riadi (Universitas PGRI Kalimantan)
Yudha Andrian (Universitas PGRI Kalimantan)

Journal of Education for All
Vol 4 No 3 (2026): Journal of Education for All

The integration of language and content in mathematics instruction has received increasing attention through Content and Language Integrated Learning (CLIL) and bilingual education. However, the development of the research field, its dominant themes, and the position of issues closely related to teachers’ classroom practices, particularly classroom language at the primary-school level, have not yet been systematically mapped. This study aims to identify publication trends, leading publication sources, thematic structures, temporal developments, and research gaps in studies related to CLIL, bilingual education, and mathematics education. A bibliometric approach was applied to 59 Scopus-indexed articles and reviews published between 2010 and 2026. The data were analyzed descriptively and visualized using VOSviewer through author-keyword co-occurrence analysis, full counting, and a minimum occurrence threshold of two. Following keyword normalization using a thesaurus file, 19 keywords were included in the mapping. The results show an increasing publication trend, with the highest number of publications recorded in 2025, comprising 14 documents. The International Journal of Bilingual Education and Bilingualism was identified as the most productive source. Keyword mapping revealed content and language integrated learning and bilingual education as the dominant themes, while mathematics education occupied a moderate position. In contrast, primary school, teacher education, and particularly classroom language showed relatively low frequencies, link strengths, and densities. These findings indicate that existing research remains more strongly oriented toward bilingualism and language-content integration at the conceptual level than toward operational language support for mathematics teachers. Future research should strengthen the intersection among bilingual education, mathematics education, and classroom language, particularly through the development and empirical evaluation of instructional language resources for primary-school teachers.