Akademik Veri Yönetim Sistemi
Journal of Multilingual and Multicultural Development, 2026 (AHCI, SSCI, Scopus)
While developing bi- and multilingual disciplinary literacies (BMDL) is a key aim in content-driven CLIL, curricular demands often mismatch teachers’ and students’ expectations regarding literacy practices and are rarely studied together. In addition, existing research on disciplinary literacies in CLIL is often limited to specific contexts, thus providing a fractioned picture of CLIL disciplinary practices. This study aims to link an analysis of BMDL practices and perceptions by teachers and students in CLIL environments with an analysis of curricular demands, using Spanish and Austrian curricula as test-cases. The data on BMDL practices comes from a cross-sectional survey within CLILNetLE network across 17 European countries, involving 4,211 students and 574 teachers. The survey includes questions on participants’ CLIL perceptions, use of CLIL practices, and ways of displaying learning. Data is analysed using descriptive statistics. The answers by teachers and students highlight a focus on language skills and less emphasis on multimodal tools. Some differences between teachers and students relate to the use of authentic texts and explicit vocabulary teaching. We relate these results to the analysis of the presence/absence of BMDL features in Spanish and Austrian curricula and use these findings to revisit the initial conceptualisation of BMDL developed in CLILNetLE.