Resultados
Granados, A., & Lorenzo, F. (2024). A functional description of disciplinary literacy in history. En J. Hüttner & C. Dalton-Puffer, Building Disciplinary Literacies in Content and Language Integrated Learning (1.a ed., pp. 83-100). Routledge. https://doi.org/10.4324/9781003403685-6
Lorenzo, F., Cvikić, L., Llinares, A., de Boer, M., Adadan, E., Arias-Hermoso, R., Bagalová, D., Ćaleta, M., Demirkol Orak, S., Evnitskaya, N., Glasnović Gracin, D., Granados, A., Guzmán-Alcón, I., Kasprzak, M., Lehesvuori, S., Miloshevska, L., Özdemir, H., Piacentini, V., del Pozo, E., … Ting, T. (2024). Assessing disciplinary literacy with CEFR descriptors: History, Mathematics and Science [Application/pdf]. CLIL Network for Languages in Education – European Union. https://phaidra.univie.ac.at/o:2082900
Pavón, V., & Vinuesa, V. (2024). Between egalitarianism and diversity in CLIL programmes: what do teachers think? Revista de Educación, 403, 193-219. https://doi.org/10.4438/1988-592X-RE-2024-403-613
Vinuesa, V., López-Navas, L., & Pavón, V. (2024). Proyecto ENEBE: evaluación nacional de la enseñanza bilingüe. Funciones discursivas y lenguaje académico. Dykinson.
Lorenzo. F., & Granados, A. (2025). Bilingual Academic Language. Concepts and Case Studies of Multilingual Education. Cambridge University Press
Lorenzo, F. (2026). Bilingual education in FLT contexts. In Hernández-Campoy, J., Ivanova, O., & Sessarego, S. (Eds.). The Handbook of Applied Sociolinguistics. Cambridge University Press
