Dalton-Puffer, C., Hüttner, J., & Nikula, T. (2024). Introduction: The conceptualisation of subject-specific literacies in CLIL. In Building Disciplinary Literacies in Content and Language Integrated Learning Routledge. Routledge Series in Language and Content Integrated Teaching & Plurilingual Education

Hüttner, J. (2020). Disciplinary Language at School: A Site of Integration in Content-and-Language Integrated Learning (CLIL). In I. Hedlandova Kalischova, & M. Nemec (Eds.), Functional Plurality of Language in Contextualised Discourse (pp. 63-76). Masaryk University Brno.

Lorenzo, F. (Ed.).(2019).Educación Bilingüe en Andalucía. Informe de Gestión,Competencias y Organización. Agencia Andaluza de Evaluación Educativa.Consejería de Educación. Junta de Andalucía. DOI:https://doi.org/10.13140/RG.2.2.14996.76167.

Nikula, T. (2017). ‘What’s the moment thingy?’: On the emergence of subject-specific knowledge in CLIL classroom interaction. In J. Langman, & H. Hansen-Thomas (Eds.), Discourse analytic perspectives on STEM education: exploring interaction and learning in the multilingual classroom (pp. 11–29). Springer International Publishing. Educational Linguistics, 32.

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Rieder-Bünemann, A., Hüttner, J., & Smit, U. (2022). “Who would have thought that I’d ever know that!”: Subject-specific vocabulary in CLIL student interactions. International Journal of Bilingual Education and Bilingualism, 25(9), 3184-3198. https://doi.org/10.1080/13670050.2021.2020211

Rieder-Bünemann, A., Hüttner, J., & Smit, U. (2019). Capturing technical terms in spoken CLIL: a holistic method for identifying subject-specific vocabulary. Journal of Immersion and Content-Based Language Education, 7(1), 4-29.

Hüttner, J. (2019). Occupying a new space: oral language skills within the disciplines in English-medium instruction. In B. Loranc-Paszylk (Ed.), Rethinking directions in language learning and teaching at university level (pp. 5-26). Research-publishing.

Hüttner, J., & Smit, U. (2018). Negotiating political positions: subject-specific oral language use in CLIL classrooms. International Journal of Bilingual Education and Bilingualism, 21(3), 287-302. https://doi.org/10.1080/13670050.2017.1386616

Lorenzo, F. & O. Meyer (2018) Languages of Schooling: language competence and educational success. European Journal of Applied Linguistics, 6 (1), pp. 1-3. DOI: https://doi.org/10.1515/eujal-2017-0033.

Jiménez Naharro, M. & F. Lorenzo (2018). “Más allá de las reglas”. Relación entre conocimiento gramatical explícito y calidad de la escritura académica en estudiantes de español L2. Revista Hechos y Proyecciones del Lenguaje, 23, pp. 9-30. https://revistas.udenar.edu.co/index.php/rheprol/article/view/3840.

Lorenzo, F. & F. Trujillo (2017) Languages of schooling in European policymaking: present state and future outcomes. European Journal of Applied Linguistics, 5 (2), pp. 177-197. DOI: https://doi.org/10.1515/eujal-2017-0007.

 Lorenzo, F. & O. Meyer (2017). Languages of Schooling: Explorations into Disciplinary Literacies: An Introduction. European Journal of Applied Linguistics, 5 (2), pp. 153-156.DOI: https://doi.org/10.1515/eujal-2017-0025.

Lorenzo, F. (2017). Historical Literacy in bilingual settings: Cognitive academic language in L2 History Narratives. Linguistics and Education, 37, pp. 32-41. DOI: https://doi.org/10.1016/j.linged.2016.11.002.

Lorenzo, F.; Granados, A. & N. Rico (2021). Equity in bilingual education: socioeconomic status and content and language integrated learning in monolingual Southern Europe. Applied Linguistics, 42(3), 393–413. DOI: http://dx.doi.org/10.1093/applin/amaa037.

Granados, A.; López-Jiménez, M. D. & F. Lorenzo (2022). A longitudinal study of L2 historical writing: lexical richness and writing proficiency in Content and Language Integrated Learning. Ibérica, 43, 129–154. DOI: https://doi.org/10.17398/2340-2784.43.129

Granados, A.; Lorenzo-Espejo, A. & F. Lorenzo (2021). Evidence for the interdependence hypothesis: A longitudinal study of biliteracy development in a CLIL/bilingual setting. International Journal of Bilingual Education and Bilingualism, 25(8), 3005-3021. DOI: https://doi.org/10.1080/13670050.2021.2001428

Lorenzo, F.; Granados, A. & N. Rico (2021). Equity in bilingual education: socioeconomic status and content and language integrated learning in monolingual Southern Europe. Applied Linguistics, 42(3), 393–413. DOI: http://dx.doi.org/10.1093/applin/amaa037.

Granados, A. & F. Lorenzo (2021). English L2 connectives in academic bilingual discourse: a longitudinal computerised analysis of a learner corpus. Revista Signos, 54 (106), pp. 626-644. DOI: https://doi.org/10.4067/S0718-09342021000200626.

Lorenzo, F. & A. Granados (2020). One generation after the bilingual turn: Results from a large-scale CLIL teachers' survey. Estudios de Lingüística Inglesa Aplicada, 20, pp. 77-101.  DOI: http://dx.doi.org/10.12795/elia.2020.i20.04.

Lorenzo, F.; Granados, A. & I. Ávila. (2019). The development of cognitive academic language proficiency in multilingual education: Evidence of a longitudinal study on the language of history. Journal of English for Academic Purposes, 41, 100767. DOI: https://doi.org/10.1016/j.jeap.2019.06.010.

Granados, A.; Lorenzo-Espejo, A. & F. Lorenzo (2022). A portrait of academic literacy in mid-adolescence: a computational longitudinal account of cognitive academic language proficiency during secondary school. Language and Education. DOI: https://doi.org/10.1080/09500782.2022.2079951

Nikula, T., Jakonen, T.  & Kääntä, L. (2024) Multimodal practices of unpacking and repacking subject-specific knowledge in CLIL physics and chemistry lessons. Learning and Instruction, Vol 92 https://doi.org/10.1016/j.learninstruc.2024.101932

Sulkunen, S., Nikula, T. & Kääntä, l.  (2023) Kielen ja sisällön integrointi: alakohtaiset kieli- ja tekstikäytänteet aineenopetuksessa [’Content and language integration: disciplinary language and literacy practices in content-area teaching’]. In A. Pitkänen-Huhta, K. Mård-Miettinen & T. Nikula (eds.) Kielikoulutus mukana muutoksessa [’Language education engaging in change’] AFinLA-Teema/n:o nro16, Finnish Association of Applied Linguistics AFinLA, 202-222.

Nikula, T. (2015). Hands-on tasks in CLIL science classrooms as sites for subject-specific language use and learning. System, 54, 14–27. https://doi.org/10.1016/j.system.2015.04.003

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Lorenzo, F. (2020) BIMAP: Mapa del lenguaje académico en educaciónbilingüe (español-inglés). LYNEAL: Letras y Números en AnálisisLingüísticos. Disponible en: http://shimoda.lllf.uam.es/ueda/lyneal/bimap.htm.

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