2019 | 43 | 3 |
Article title

Rethinking literacy in the 21st century: A pluriliteracies approach to CLIL

Title variants
Languages of publication
The paper focuses on the concept of literacy in the 21st century, which takes the shape of “pluriliteracies” in order the meet the challenges of the knowledge society. A project promoted by the European Centre of Modern Languages in Graz titled “Pluriliteracies Teaching for Learning” will be mentioned and described, referring to the conceptual framework aimed at deeper learning by interpreting and revisiting CLIL (Content and Language Integrated Learning) methodology. 
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
L'article contient uniquement les résumés en anglais.
Physical description
  • Cinganotto L. (2018). Apprendimento CLIL e interazione in classe. Rome: Aracne.
  • Cinganotto L., & Cuccurullo D. (2019). Techno-CLIL. Fare CLIL in digitale. Torino: Loescher.
  • Council of Europe, Common European Framework of reference for Languages, 2001/2018.
  • Coyle, D. (2007). Content and Language Integrated Learning: Motivating Learners and Teachers. The CLIL Teachers Toolkit: a classroom guide, 10.
  • Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge, MA: Cambridge University Press.
  • Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is not enough: 21st Century Fluency Project, Thousand Oack, CA: Corwin Press.
  • García, O., Bartlett, L., & Kleifgen, J. (2007). From biliteracy to pluriliteracies. In P. Auer, & Li Wei (Eds.), Handbook of Multilingualism and Multilingual Communication (pp. 207-228). Berlin: De Gruyter Verlag.
  • Goldoni, F. (2008). Designing a Foreign Language Curriculum in Postsecondary Education Drawing from the Multiliteracy, Functionalist and Genre-Based Approaches. Vigo International Journal of Applied Linguistics, Vol. 5, 63-85.
  • Mehisto, P., Frigols, M. J., & Marsh, D. (2008) Uncovering CLIL, Oxford: Macmillan.
  • Meyer O., Coyle D., Halbach A, Schuck K., & Ting T. (2015). A Pluriliteracies Approach to Content and Language Integrated Learning – Mapping Learner Progressions in Knowledge Construction and Meaning-Making. Language, Culture, and Curriculum, 28(1), 41-57.
  • Meyer, O., Coyle, D., & Schuck, K. (2018). Learnscaping – creating next-gen learning environemnts for pluriliteracies growth. In D. Elsner, & J. Buendgens-Kostens (Eds.), Multilingual Computer Assisted Language Learning (pp. 18-37). Bristol, UK; Blue Ridge Summit, PA: Multilingual Matters. DOI: 10.21832/BUENDG1480.
  • Meyer, O. & Coyle, D. (2017). Pluriliteracies Teaching for Learning: conceptualizing progression for deeper learning in literacies development. European Journal of Applied Linguistics, pp. 199-222. DOI: 10.1515/eujal-2017-0006.
  • OECD (2009). PISA Report. Reading Literacy in PISA 2009. In R. Perkins, G. Moran, G. Shiel, & J. Cosgrove (2009), A Guide for Teachers. Dublin: Educational Research Center. Retrieved March 1, 2018 from
  • OECD (2018). The Global Competence Framework. Retrieved December 1, 2018, from
  • Rosenthal Tolisano, S. (2013). Skilled, LIterate & Fluent in the Digital World. Retrieved September 4, 2019, from
  • Shanahan, T., & Shanahan, C. (2008). Teaching Disciplinary Literacy to Adolescents: Rethinking Content-Area Literacy. Harvard Educational Review, 78(1), 40-59.
  • Steiner, C., & Perry, P. (1997). Achieving Emotional Literacy. London: Bloomsbury.
  • UNESCO (2006). Education for All Global Monitoring Report. Retrieved March 1, 2018 from
  • UNRIC (2018). The Evolving Definition of Literacy. Retrieved July 12, 2019, from
  • World Economic Forum (2016). New Vision for Education. Retrieved September 4, 2019, from
Document Type
Publication order reference
YADDA identifier
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.