Julia Hüttner is Professor of English Language Education at the University of Vienna, Austria.Christiane Dalton-Puffer is Professor of English Language Linguistics at the University of Vienna, Austria. She is the co-series editor for the CLIL and Plurilingual Education book series with Routledge.

• 1. Introduction: the conceptualisation of disciplinary literacies in CLILCHRISTIANE DALTON-PUFFER, JULIA HÜTTNER AND TARJA NIKULAPART 1: Observing disciplinary literacies in action2. Students’ depictive gestures in CLIL classroom interaction: a manifestation of subject-specific knowledgeLEILA KÄÄNTÄ AND GABRIELE KASPER3. CLIL learners' categorizations: Writing about history in English across three grade levels in Spanish bilingual schoolsNATALIA EVNITSKAYA AND CHRISTIANE DALTON-PUFFERPART 2: Making disciplinary literacies assessable4. A functional description of disciplinary literacy in history: Applications of the Common European Framework of Reference for Languages to content and language integrated learning coursesADRIÁN GRANADOS AND FRANCISCO LORENZO5. Assessing CLIL students’ expression of Explore across languages and school disciplines: an interdisciplinary approachANA LLINARES AND TOM MORTONPART 3: Disciplinary literacy awareness and pedagogy6. Disciplinary Literacy in a University German ProgrammeDIANA FEICK AND STEFAN RAHN7. “The science of it …” – the potential of cognitive discourse functions for an integrative CLIL pedagogyTHOMAS HASENBERGER8. Designing Materials for Building Subject-Specific Literacies: Secondary-Level ChemistryYEN-LING TERESA TING9 Cognitive Discourse Functions in History CLIL Education: Insights from a Design-Based Research Study on Conceptual LinksSILVIA RIEDER-MARSCHALLINGERPostscript10 Unpacking disciplinary literaciesTESSA MEARNSIndex

Julia Hüttner is Professor of English Language Education at the University of Vienna, Austria.Christiane Dalton-Puffer is Professor of English Language Linguistics at the University of Vienna, Austria. She is the co-series editor for the CLIL and Plurilingual Education book series with Routledge.

• 1. Introduction: the conceptualisation of disciplinary literacies in CLILCHRISTIANE DALTON-PUFFER, JULIA HÜTTNER AND TARJA NIKULAPART 1: Observing disciplinary literacies in action2. Students’ depictive gestures in CLIL classroom interaction: a manifestation of subject-specific knowledgeLEILA KÄÄNTÄ AND GABRIELE KASPER3. CLIL learners' categorizations: Writing about history in English across three grade levels in Spanish bilingual schoolsNATALIA EVNITSKAYA AND CHRISTIANE DALTON-PUFFERPART 2: Making disciplinary literacies assessable4. A functional description of disciplinary literacy in history: Applications of the Common European Framework of Reference for Languages to content and language integrated learning coursesADRIÁN GRANADOS AND FRANCISCO LORENZO5. Assessing CLIL students’ expression of Explore across languages and school disciplines: an interdisciplinary approachANA LLINARES AND TOM MORTONPART 3: Disciplinary literacy awareness and pedagogy6. Disciplinary Literacy in a University German ProgrammeDIANA FEICK AND STEFAN RAHN7. “The science of it …” – the potential of cognitive discourse functions for an integrative CLIL pedagogyTHOMAS HASENBERGER8. Designing Materials for Building Subject-Specific Literacies: Secondary-Level ChemistryYEN-LING TERESA TING9 Cognitive Discourse Functions in History CLIL Education: Insights from a Design-Based Research Study on Conceptual LinksSILVIA RIEDER-MARSCHALLINGERPostscript10 Unpacking disciplinary literaciesTESSA MEARNSIndex

Julia Hüttner is Professor of English Language Education at the University of Vienna, Austria.Christiane Dalton-Puffer is Professor of English Language Linguistics at the University of Vienna, Austria. She is the co-series editor for the CLIL and Plurilingual Education book series with Routledge.

• 1. Introduction: the conceptualisation of disciplinary literacies in CLILCHRISTIANE DALTON-PUFFER, JULIA HÜTTNER AND TARJA NIKULAPART 1: Observing disciplinary literacies in action2. Students’ depictive gestures in CLIL classroom interaction: a manifestation of subject-specific knowledgeLEILA KÄÄNTÄ AND GABRIELE KASPER3. CLIL learners' categorizations: Writing about history in English across three grade levels in Spanish bilingual schoolsNATALIA EVNITSKAYA AND CHRISTIANE DALTON-PUFFERPART 2: Making disciplinary literacies assessable4. A functional description of disciplinary literacy in history: Applications of the Common European Framework of Reference for Languages to content and language integrated learning coursesADRIÁN GRANADOS AND FRANCISCO LORENZO5. Assessing CLIL students’ expression of Explore across languages and school disciplines: an interdisciplinary approachANA LLINARES AND TOM MORTONPART 3: Disciplinary literacy awareness and pedagogy6. Disciplinary Literacy in a University German ProgrammeDIANA FEICK AND STEFAN RAHN7. “The science of it …” – the potential of cognitive discourse functions for an integrative CLIL pedagogyTHOMAS HASENBERGER8. Designing Materials for Building Subject-Specific Literacies: Secondary-Level ChemistryYEN-LING TERESA TING9 Cognitive Discourse Functions in History CLIL Education: Insights from a Design-Based Research Study on Conceptual LinksSILVIA RIEDER-MARSCHALLINGERPostscript10 Unpacking disciplinary literaciesTESSA MEARNSIndex