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Analysis of institutional authors

Nashaat-Sobhy, NashwaCorresponding Author

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January 7, 2026
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Unpacking disciplinary literacies through CLIL teachers' perspectives across Science, Social Science and Mathematics in Europe

Publicated to: JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT. - 2025-12-18 (), DOI: 10.1080/01434632.2025.2603501

Authors:

Nashaat-Sobhy N; Kara Duman S; Hüttner J; Mortimore L; Kaygısız S; Roseni E; Bayyurt Y
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Affiliations

- Author
Aleksander Moisiu Univ Durres, Dept Foreign Languages, Durres, Albania - Author
Middle East Tech Univ, Sch Foreign Languages, Ankara, Turkiye - Author
Univ Int La Rioja, Fac Educ, Logrono, Spain - Author
Univ Lleida, Dept Foreign Languages & Literatures, Lleida, Spain - Author
Univ Politecn Valencia, Dept Appl Linguist, Gandia, Spain - Author
Univ Vienna, Dept English & Amer Studies, Vienna, Austria - Author
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Abstract

The nature and development of bi- and multilingual disciplinary literacies (BMDL) have become an increasingly critical area of inquiry in multilingual educational contexts such as CLIL. This study examines how CLIL teachers conceptualise subject-specific literacies through semi-structured interviews with 13 science, social science and mathematics teachers in Albania, Austria, Spain and Turkey. Drawing on the five BMDL dimensions developed within CLILNetLE (www.clilnetle.eu) and inductively derived themes, the analysis shows that teachers viewed learning subject content and learning to reason, communicate, and represent knowledge as mutually dependent processes. Content-area literacy practices were described as coexisting with disciplinary literacy practices, emphasising the plurality of literacies at play. Teachers characterised their subjects in ways consistent with disciplinary literacy research and linked students' development to cognitive and linguistic maturity. The findings clarify how BMDL dimensions operate distinctly yet interdependently: the functional dimension, realised through genres and cognitive discourse functions, seems to act as the core driver of disciplinary reasoning; the multilingual and multisemiotic dimensions function as linguistic and representational vehicles; the critical dimension signals depth of reasoning; and the technological dimension serves as an enabling environment. The study foregrounds teachers' perspectives as essential for refining the conceptualisation of BMDL.
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Keywords

ClilDisciplinary literaciesPrimary educationSecondary educationSemi-structured interviewsTeacher beliefs

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal JOURNAL OF MULTILINGUAL AND MULTICULTURAL DEVELOPMENT due to its progression and the good impact it has achieved in recent years, according to the agency WoS (JCR), it has become a reference in its field. In the year of publication of the work, 2025, it was in position 19/306, thus managing to position itself as a Q1 (Primer Cuartil), in the category Linguistics. Notably, the journal is positioned above the 90th percentile.

Independientemente del impacto esperado determinado por el canal de difusión, es importante destacar el impacto real observado de la propia aportación.

Según las diferentes agencias de indexación, el número de citas acumuladas por esta publicación hasta la fecha 2026-04-06:

  • Open Alex: 1
  • WoS: 1
  • Scopus: 1
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Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2026-04-06:

  • The use, from an academic perspective evidenced by the Altmetric agency indicator referring to aggregations made by the personal bibliographic manager Mendeley, gives us a total of: 1.
  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 1 (PlumX).

With a more dissemination-oriented intent and targeting more general audiences, we can observe other more global scores such as:

  • The Total Score from Altmetric: 1.
  • The number of mentions on the social network X (formerly Twitter): 1 (Altmetric).
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Leadership analysis of institutional authors

This work has been carried out with international collaboration, specifically with researchers from: Albania; Austria; Turkey.

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: First Author (Nashaat Sobhy Farag, Nashwa) .

the author responsible for correspondence tasks has been Nashaat Sobhy Farag, Nashwa.

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Project objectives

El estudio persigue los siguientes objetivos: analizar cómo los docentes de CLIL conceptualizan las alfabetizaciones disciplinarias específicas en Ciencia, Ciencias Sociales y Matemáticas; evaluar las dimensiones bi- y multilingües de las alfabetizaciones disciplinarias (BMDL) desarrolladas en CLILNetLE; determinar la relación entre el aprendizaje del contenido y el desarrollo de habilidades para razonar, comunicar y representar conocimiento; caracterizar las prácticas de alfabetización en áreas de contenido y su coexistencia con prácticas disciplinarias; examinar la vinculación entre el desarrollo estudiantil y la madurez cognitiva y lingüística; y clarificar el funcionamiento interdependiente de las dimensiones funcional, multilingüe, multisemiótica, crítica y tecnológica en el razonamiento disciplinar.
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Most relevant results

El estudio analiza las perspectivas de docentes CLIL en ciencias, ciencias sociales y matemáticas en Albania, Austria, España y Turquía sobre las alfabetizaciones disciplinarias bi- y multilingües (BMDL). Los resultados principales son: 1) los docentes consideran que el aprendizaje del contenido y el desarrollo de habilidades para razonar, comunicar y representar conocimientos son procesos interdependientes; 2) las prácticas de alfabetización del área de contenido coexisten con prácticas de alfabetización disciplinaria, reflejando la pluralidad de alfabetizaciones; 3) las dimensiones funcional, multilingüe, multisemiótica, crítica y tecnológica de BMDL operan de manera distinta pero interrelacionada, con la dimensión funcional como núcleo del razonamiento disciplinar; 4) el desarrollo estudiantil se vincula con la madurez cognitiva y lingüística; 5) las perspectivas docentes son clave para precisar la conceptualización de BMDL.
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Awards linked to the item

This article is based upon work from COST Action CLILNetLE CA 21114, supported by COST and funded by the European Union.
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