While the multiliteracies framework proposed two decades ago has had a considerable effect on the field of second language (L2) teaching and learning, its successful implementation has been found challenging, both on the conceptual and practical levels. In this paper, we discuss the main hurdles of putting the approach into practice and argue for…

CLIL teachers, particularly in tertiary "hard" CLIL settings, tend to underestimate the role of language for developing conceptual understanding of new content. Nevertheless, they consistently engage with English outside the classroom and even report a variety of activities that they carry out in English with the explicit hope that this…

Previous studies have highlighted the unique challenges that may threaten the well-being of teachers in CLIL/EMI contexts, as well as unique opportunities that may positively impact their well-being (Moate, 2011; Pappa et al., 2017; Talbot et al., 2021). Results from Talbot et al. (2021) suggest that, in the Austrian context, the well-being of…