Gerns, Pilar, Lehesvuori, Sami, Bagalová, Dorothea and Moate, Josephine (2026). "Towards the pedagogical validation of science CEFR-aligned literacy descriptors in secondary CLIL classroom interaction: insights from physics teaching episodes" Applied Linguistics Review. https://doi.org/10.1515/applirev-2026-0103

Arias-Hermoso, Roberto, Adadan, Emine, Piacentini, Valentina and Ting, Y. L. Teresa (2026). "CEFR-aligned discourse descriptors for evaluating pre-service chemistry teachers’ written texts: an exploratory study connecting concept-comprehension and discourse-quality" Applied Linguistics Review. https://doi.org/10.1515/applirev-2026-0104

Lorenzo, Francisco, Ting, Y. L. Teresa and Glasnović Gracin, Dubravka (2026). "Assessment of History, Mathematics and Science literacy in multilingual education with the Common European Framework of Reference" Applied Linguistics Review. https://doi.org/10.1515/applirev-2026-0102

Bozbiyik, M., Tompkins, L., Morton, T., Gerns, P., Kääntä, L., Sulkunen, S., & Pérez-Fernández, L. (2026). Comparative analysis of critical literacy in lower secondary curricula in Finland, Italy and Spain: implications for CLIL. Journal of Multilingual and Multicultural Development, 47(4), 2066–2083. https://doi.org/10.1080/01434632.2026.2646264

Mearns, T., Gerns, P., Minardi, S., & Janssen, F. (2026). Disciplinary perspectives meet disciplinary literacies: a heuristic toolbox for content-language integration. Journal of Multilingual and Multicultural Development, 47(4), 2049–2065. https://doi.org/10.1080/01434632.2026.2646262

Mortimore, L., Mearns, T., Hanušová, S., Kaygısız, S., Bárcena-Toyos, P., & Sejdiu, S. (2026). ‘We’re at the very beginning’: international teacher educator perspectives on content teacher preparation for bi- and multilingual disciplinary literacies. Journal of Multilingual and Multicultural Development, 47(4), 2027–2048. https://doi.org/10.1080/01434632.2026.2635645

Kaygısız, S., Llinares, A., & Dalton-Puffer, C. (2026). How do CLIL practices relate to curricular requirements in Europe? Contributions for conceptualising bi- and multilingual disciplinary literacies. Journal of Multilingual and Multicultural Development, 47(4), 2008–2026. https://doi.org/10.1080/01434632.2026.2621113

Nikula, T., Gülle, T., Bayyurt, Y., Dafouz, E., Gerns, P., Hüttner, J., Kaygısız, S., Llinares, A., Minardi, S., Mortimore, L., Nashaat-Sobhy, N. & Tiermas, A. (2026). A multidimensional framework of bi- and multilingual disciplinary literacies. Journal of Multilingual and Multicultural Development, 47(4), 1991–2007. https://doi.org/10.1080/01434632.2026.2617424

Nashaat-Sobhy, N., Kara Duman, S., Hüttner, J., Mortimore, L., Kaygısız, S., Roseni, E., & Bayyurt, Y. (2026). Unpacking disciplinary literacies through CLIL teachers’ perspectives across Science, Social Science and Mathematics in Europe. Journal of Multilingual and Multicultural Development, 47(4), 1972–1990. https://doi.org/10.1080/01434632.2025.2603501

Gülle, T., Nikula, T., Dafouz, E., & Hüttner, J. (2026). Introduction to the special issue ‘Bi- and multilingual disciplinary literacies: novel conceptualisations and empirical insights.’ Journal of Multilingual and Multicultural Development, 47(4), 1955–1971. https://doi.org/10.1080/01434632.2026.2653777

Llinares, Ana. "From language proficiency to disciplinary meaning-making: the new role of CEFR in CLIL and multilingual education" Applied Linguistics Review. https://doi.org/10.1515/applirev-2026-0157

Evnitskaya, Natalia, de Boer, Mark Antony, del Pozo, Elena, Miloshevska, Lina and Rieder-Marschallinger, Silvia. "Operationalising historical literacy with CEFR-aligned descriptors: an exploratory study" Applied Linguistics Review. https://doi.org/10.1515/applirev-2026-0119

Lorenzo, Francisco, Ting, Y. L. Teresa, Glasnović Gracin, Dubravka and Llinares, Ana (2026). "Adapting the Common European Framework of Reference for history, mathematics and science in a second language: an introduction" Applied Linguistics Review. https://doi.org/10.1515/applirev-2026-0106

McCabe, A., Whittaker, R., Llinares, A. & Dalton-Puffer, C. (2026) Genre and Cognitive Discourse Functions as lenses on disciplinary language in CLIL contexts. Language, Context and Text.

Llinares, A. (2026) Content and Language Integrated Learning. Encyclopedia of Language and Linguistics. Elsevier

Llinares, A., Whittaker, R. & Morton, T. (2026) Working transdisciplinarily in content and language integrated learning programmes. In Rebekah Wegener, Anne McCabe, Akila Sellami Baklouti & Lise Fontaine (eds.) The Routledge handbook of transdisciplinary Systemic Functional Linguistics, 63-78. London: Routledge.

Llinares, A., Morton, T., & Nashaat-Sobhy, N. (2025). An Analysis of Presence in CLIL Students’ Writing When Defining and Exploring in Science. Journal of Research in Applied Linguistics.

Llinares, A. (2025) Research and didactics of specialised communication: Content and Language Integrated Learning. In Specialised Communication: an International Handbook (pp. 453-474). Walter de Gruyter.

Morton, T., & Llinares, A. (2024). Building teachers’ knowledge of Cognitive Discourse Functions to integrate content and language. In Ballinger, S., Fielding, R. & Tedick, D. (Eds.) Teacher Development for Content-Based Language Education, (pp. 21-41). Multilingual Matters. https://doi.org/10.2307/jj.21995545.

Llinares, A., Morton, T., & Whittaker, R. (2024). Fostering language awareness for integration through teacher-researcher collaboration in a Spanish bilingual education context. Language Awareness, 33(4), 751-771. https://doi.org/10.1080/09658416.2024.2385766

Llinares, A. & Nikula, T. (2024) CLIL students’ production of cognitive discourse functions: comparing Finnish and Spanish contexts. Language and Education, 38 (3), 381-400. https://doi.org/10.1080/09500782.2023.2211049

Llinares,A., & Morton, T. (2024). Assessing CLIL students' expression of Explore across languages and school disciplines: An interdisciplinary approach. In Hüttner, J. & Dalton-Puffer, C. (Eds.) Building Disciplinary Literacies in Content and Language Integrated Learning (pp. 101-118). Routledge. https://doi.org/10.4324/9781003403685

Nguyen, T., & Llinares, A. (2023). CLIL in Spain and Vietnam: Different contexts, different patterns of corrective feedback. Journal of Immersion and Content-Based Language Education, 11(2), 148-172. https://doi.org/10.1075/jicb.21014.ngu

Nashaat-Sobhy, N. & Llinares, A. (2023). CLIL students’ definitions of historical terms. International Journal of Bilingual Education and Bilingualism, 26, 331-344. https://doi.org/10.1080/13670050.2020.1798868

Llinares, A., & Nashaat-Sobhy, N. (2023). CLIL Students’ Academic Language Performance on a Non-curricular Topic: a Comparison Between High-Exposure and Low-Exposure Groups. English Teaching & Learning, 47, 337-358. https://doi.org/10.1007/s42321-023-00151-y

Llinares, A., & McCabe, A. (2023). Systemic functional linguistics: the perfect match for content and language integrated learning. International Journal of Bilingual Education and Bilingualism, 26(3), 245-250. https://doi.org/10.1080/13670050.2019.1635985

Llinares, A. (2023). Discussion: multiple approaches in CLIL: cognitive, affective and linguistic insights. International Journal of Bilingual Education and Bilingualism, 26(5),658-663. https://doi.org/10.1080/13670050.2021.1918055

Llinares, A. (2023). CLIL and linguistics. In Banegas, D. & Zappa-Hollman, S. (Eds.) The Routledge Handbook of Content and Language Integrated Learning (pp. 11-27). Routledge. https://doi.org/10.4324/9781003173151

Llinares,A., & Cross, R. (2022). New challenges for CLIL research: Identifying (in)equity issues. AILA Review, 35(2), 169-179. https://doi.org/10.1075/aila.00054.edi

Evnitskaya,N., & Llinares, A. (2022). (In) equity in CLIL programs? Classroominteraction and the development of higher order thinking skills acrossbilingual strands. AILA Review,35(2), 227-249.

Dalton-Puffer,C., Hüttner, J., & Llinares, A. (2022). CLIL in the 21st Century. Journalof Immersion and Content-Based Language Education, 10(2), 182-206.

‍

Llinares, A. (2025) CLIL as a catalyst for quality education: language learning and beyond. CyTEA conference: Multilingual Pedagogies and Inclusive Practices in Language Teaching and Learning. European University of Cyprus

Llinares, A. (2025) CLIL Network for Languages in Education (CLILNetLE). 5th International CLIL conference. U. Urgench, Uzbekistan

Llinares, A. (2024) Early Language Learning in the context of the SDG 'Quality Education'. First International ELLRA Conference. Krakow, Poland.

Segura, M., Neville, C., Bárcena-Toyos, P., & O’Connor, H. (2026). Students’ extramural digital practices and CLIL language learning in minorised language settings. The Language Learning Journal, 1–18. https://doi.org/10.1080/09571736.2025.2610951

Mortimore, L., Mearns, T., Hanušová, S., Kaygısız, S., Bárcena-Toyos, P., & Sejdiu, S. (2026). ‘We’re at the very beginning’: international teacher educator perspectives on content teacher preparation for bi- and multilingual disciplinary literacies. Journal of Multilingual and Multicultural Development, 1–22. https://doi.org/10.1080/01434632.2026.2635645

Mearns, T., Gerns, P., Minardi, S., & Janssen, F. (2026). Disciplinary perspectives meet disciplinary literacies: a heuristic toolbox for content-language integration. Journal of Multilingual and Multicultural Development, 1–17. https://doi.org/10.1080/01434632.2026.2646262

Bozbiyik, M., Tompkins, L., Morton, T., Gerns, P., Kääntä, L., Sulkunen, S., & Pérez-Fernández, L. (2026). Comparative analysis of critical literacy in lower secondary curricula in Finland, Italy and Spain: implications for CLIL. Journal of Multilingual and Multicultural Development, 1–18. https://doi.org/10.1080/01434632.2026.2646264.

Orak, S. D., Strati, E., & Pérez-Fernández, L. (2026). Teachers’ CLIL ID on technology-integrated extramural language practices and individual differences: European and pan-European cross-country research. Journal of Technology and Science Education, 16(1), 275–296. https://doi.org/10.3926/jotse.3724

Kaygısız, S., Llinares, A., & Dalton-Puffer, C. (2026). How do CLIL practices relate to curricular requirements in Europe? Contributions for conceptualising bi- and multilingual disciplinary literacies. Journal of Multilingual and Multicultural Development, 1–19. https://doi.org/10.1080/01434632.2026.2621113

Nikula, T., Gülle, T., Bayyurt, Y., Dafouz, E., Gerns, P., Hüttner, J., Kaygısız, S., Llinares, A., Minardi, S., Mortimore, L., Nashaat-Sobhy, N. & Tiermas, A. (2026). A multidimensional framework of bi- and multilingual disciplinary literacies. Journal of Multilingual and Multicultural Development, 1–17. https://doi.org/10.1080/01434632.2026.2617424

Irene Guzmán-Alcón & Francisco Lorenzo (2025). Aspects of disciplinary literacies in multilingual Europe. European Journal of Language Policy, 17, 45-64. https://doi.org/10.3828/ejlp.2025.

Llinares, A. & Hüttner, J. (2026, January 12). CLIL Network for Languages in Education. [Online presentation]. CLIL Mondays @ the Learner Language Network. CLIL Mondays @ the Learner Language Network

Nashaat-Sobhy, N., Kara Duman, S., Hüttner, J., Mortimore, L., Kaygısız, S., Roseni, E., & Bayyurt, Y. (2025). Unpacking disciplinary literacies through CLIL teachers’ perspectives across Science, Social Science and Mathematics in Europe. Journal of Multilingual and Multicultural Development, 1–19. https://doi.org/10.1080/01434632.2025.2603501

Hüttner, J., & Dalton-Puffer, C. (Eds.) (2024). Building disciplinary literacies in Content and Language Integrated Learning. Routledge, Taylor & Francis. Routledge Series in Language and Content Integrated Teaching & Plurilingual Education

Dalton-Puffer, C., Hüttner, J., & Nikula, T. (2024). Introduction: The conceptualisation of disciplinary literacies in CLIL. In Building Disciplinary Literacies in Content and Language Integrated Learning (pp. 1-26). Routledge.

Hüttner, J., Llinares , A., & Nikula, T. (2025). Conceptualizing bi- and multilingual disciplinary literacies in CLIL: insights from a European research network. Frontiers in Education, 10, Article 10. https://doi.org/10.3389/feduc.2025.1540211

Hüttner, J. (2024, May 10). Developing disciplinary literacies in school-based bilingual education [Conference presentation]. Language Evolution in the Digital Age: The Impact on Communication, Literature, Civilization, and Teaching. Elbasan, Albania.

Llinares, A. & Hüttner, J. (2024, May 21). Dialogues in CLIL disciplinary literacies [Conference presentation]. SHIFT Dissemination Days: Moving forward in researching disciplinary literacies in English-medium business education: An international Symposium', Madrid, Spain. Dissemination | Proyecto SHIFT

Hüttner, J. (2024, June 14). Bi - and multilingual disciplinary literacies: From school to university [Conference presentation]. 5th ICLHE Regional Group Symposium, Barcelona, Spain.

Hüttner, J. & Llinares, A. (2024, August 14). Multiliteracies in CLIL: CLILNetLE [Conference Presentation]. AILA 2024 World Congress, Kuala Lumpur, Malaysia. AILA – Celebrating 60 years of AILA.

Hüttner, J. (2024, September 7). Disciplinary literacies within CLIL: Exploring the nexus of subjects, contexts and language [Conference presentation]. AELFE 2024: Challenges of LSP teaching and research in the era of the language technological revolution, Budapest, Hungary. AELFE 2024 – Institute of Languages for Specific Purposes.

Hüttner, J.; Llinares, A. & Morton, T. (2025, June 13). Symposium: CLIL Network for Languages in Education: focusing on bi - and multilingual disciplinary literacies at school. [Conference Symposium]. World CLIL Conference 2025, Maynooth, Ireland. www.worldclil.com.  

Hüttner, J.; Llinares, A. & Nikula, T. (2025, June 13). Conceptualising bi- and multilingual disciplinary literacies in CLIL. [Conference presentation]. World CLIL Conference 2025, Maynooth, Ireland. www.worldclil.com.

Hoxha. M., & Neville. C. (2024, March25-28). Out-of-school digital practices for disciplinary literacies in CLIL:Opportunities and challenges of conducting a European-wide quantitative teachersurvey through COST Actions [Conference presentation]. Conference#YouthMediaLife 2024: Interdisciplinary Perspectives on Digital Practices,Vienna, Austria.  http://youthmedialife2024.univie.ac.at/

Gülle, T. (2024, September 13). Dimensional Analysis of an EMI Course from the Perspective of Disciplinary Literacies and ELF [Conference presentation]. ELF14: From Global Englishes to bot-English. Language use in the era of AI. Prague, Czech Republic. https://www.praguecityuniversity.cz/elf

Bayyurt, Y. (2024, August 10-17). Aninvestigation into disciplinary literacy perspectives and practices ofpost-secondary subject-area experts [Conference presentation]. ]. 21st AILAWORLD CONGRESS 2024, Kuala Lumpur, Malaysia. https://aila2024.com