Bringing Language and Learning Together: A New Framework for Disciplinary Literacy

In this post, we want to spotlight a major achievement from Working Group 2 a newly released report that offers a fresh way to assess disciplinary literacy using the Common European Framework of Reference for Languages (CEFR).

In this interview, we sat down with Francisco Lorenzo professor at the Department of Philology and Translation Universidad Pablo de Olavide (Sevilla), Spain; Lidija Cvikić, professor at the University of Zagreb, Croatia; Onorina Botezat, CLILNetLE Vice Science Communication Coordinator; and Maria Bakti, the project’s Science Communication Coordinator.

What’s the Report All About?

The report focuses on evaluating disciplinary literacy - that is, how students understand and communicate subject-specific knowledge in a second language. It applies CEFR descriptors (at B1 and B2 levels) to three core subjects: Mathematics, Science, and History.

This framework is particularly helpful for teachers working in CLIL (Content and Language Integrated Learning) environments, where subjects are taught in a non-native language.

Why This Report Matters

As Francisco explains, this task goes to the heart of the CLILNetLE project: How do we assess students’ ability to use language effectively in subject-specific contexts?

The Council of Europe began exploring this question years ago, but this report is the first to create a comprehensive, practical tool to assess literacy in key academic disciplines through the lens of language competence. It’s a step forward in supporting multilingual education and addressing language-related barriers in schools.

How Is It Different from Past Efforts?

Previous attempts by European institutions laid the groundwork, but CLILNetLE’s report takes it further. The difference?

Francisco notes that they don’t just focus on language or subject content - they bring them together in an integrated framework.

The report introduces cognitive discourse functions as a key element. These help explain how knowledge is linguistically structured in each discipline. The descriptors are paired with curriculum links, real classroom examples, and even student texts to give teachers a clear picture of how these ideas work in practice.

What’s Inside the Report?

• Theoretical background on disciplinary literacy
• CEFR-aligned descriptors for B1 and B2 levels in science, math, and history
• Cognitive discourse functions as a bridge between content and language
• Examples from real classrooms and student work
• Curriculum references across various European countries
• A “language grid” covering grammar, vocabulary, and discourse features

It’s designed to be a practical tool for both research and classroom use.

How Does This Fit into the Bigger Picture?

The report closely ties into other work by CLILNetLE, especially the curriculum and textbook analysis from Working Group 1. Together, these outputs offer a deeper understanding of how subject knowledge is communicated—and how to better support students in expressing that knowledge in a second language.

What’s Next?

Though the report (LINK) is now published and available online, the work is far from done. The team plans to:

• Validate the framework with empirical studies
• Collaborate with teachers to test and refine the tool
• Expand the framework to include other language skills (like speaking and listening), and possibly additional subjects or CEFR levels

The ultimate goal? To create a robust, evidence-based system for evaluating academic language use in multilingual classrooms.

Final Thoughts

The team is proud of what’s been achieved—but they see this as just the beginning.

Francisco notes that this is a major next step, it’s not perfect yet, but it’s something real - something teachers can actually use.”

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