Contributors Acknowledgements Ainara Imaz Agirre and Roberto Arias-Hermoso: Introduction: Why Focus on Students' Academic and Disciplinary Literacies? Volume Overview Chapter 1. Julia Hüttner and Ana Llinares: Bi- and Multilingual Disciplinary Literacies at School: A Challenge for 21st Century Citizens PART 1: Students' Views and Perspectives Towards Academic and Disciplinary Literacies Chapter 2. Irene Soriano-Flórez and Emma Dafouz: Rethinking Biliteracy in Business and Economics English-Medium Education: Students' Views of Translingual Spaces Chapter 3. Nashwa Nashaat-Sobhy: Learning to Walk Before We Run: Unveiling the Epistemological Foundations in Interactive Technologies Education Chapter 4. Brian Hibbs: Supporting the Development of Pre-Service ESOL Teachers' Instructional Practice Regarding Academic Discourse Chapter 5. Suheyla Demirkol Orak and Mohammad Al-khresheh: The Digital Turn in Language Pedagogy and Its Reflections on Foreign Language Learning Processes Chapter 6. Letizia Cinganotto: Academic Italian and Cognitive Discourse Functions in Higher Education: The Point of View of International Students PART 2: Students' Academic and Disciplinary Literacy Skills Chapter 7. Amaia Lersundi, Tarja Nikula and Eneritz Garro Larrañaga: Scaffolding Students' Performance of Oral Cognitive Discourse Functions through Classroom Interaction Chapter 8.
sebnem Yalçin and Yasemin Bayyurt: Exploring Knowledge Co-Construction in EMI Classrooms in Higher Education Chapter 9. Alla Zareva: Disciplinary Literacy and Disciplinarity in ESL Students' Academic Presentations Chapter 10. Juana María Blanco Fernández: Incorporation of Grammatical Metaphor into Academic Reading and Writing of First-Year Undergraduate Students Chapter 11. H. Gülru Yüksel, Gülbin Özkan, Anna Lia Pioretti Ergün, Valeria Stecconi and Daniela Segoloni: Understanding the Relationship between Grit, Study Habits and Academic Performance in CLIL Science Lessons Chapter 12. Julia Edeleva, Carmela Chateau-Smith, Anastasia Brueva and Pavel Albitskiy: Evaluating Concept Literacy in English as a Medium of Instruction (EMI) Settings Chapter 13. Rodrigo García-López: The Impact of a Literacy Teaching Approach on Secondary-Level CLIL Students' Historical Thinking Skills Chapter 14. Irene Guzmán-Alcón: The Role of Hours of CLIL Exposure in Primary Multilingual Science Writing Chapter 15.
Roberto Arias-Hermoso, Ainara Imaz Agirre and Irati Romero-Garmendia: Subject-Specific Vocabulary in Secondary Science: Triangulating Students' Writing, Classroom Interaction and Textbooks Ainara Imaz Agirre and Roberto Arias-Hermoso: Afterword: Conclusions and a Research Agenda for Academic and Disciplinary Literacies Index.