Pérez Cañado, M. L. 2016. “Teacher training needs for bilingual education: In-service teacher perceptions”. International Journal of Bilingual Education and Bilingualism 19(3): 266-295.
Pérez Cañado, M. L. 2016. “Are teachers ready for CLIL? Evidence from a European study”. European Journal of Teacher Education 39(2): 202-221.
Pérez Cañado, M. L. 2016. Invited article: "From the CLIL craze to the CLIL conundrum: Addressing the current CLIL controversy”. Bellaterra Journal of Teaching & Learning Language & Literature 9(1): 9-31.
Pérez Cañado, M. L. 2016. “Stopping the “pendulum effect” in CLIL research: Finding the balance between Pollyanna and Scrooge”. Applied Linguistics Review: DOI 10.1515/applirev-2016- 2001.
Pérez Cañado, M. L. 2016. “Evaluating CLIL Programmes: Instrument Design and Validation”. Pulso. Revista de Educación 39: 79-112.
Pérez Cañado, M. L. & Lancaster, N. K. Under review. “The effects of CLIL on oral comprehension and production: A longitudinal study”. Language, Culture and Curriculum.
Pérez Cañado, M. L. Under review. “CLIL and Pedagogical Innovation: Fact or Fiction?”. ILLT.
Special issue of the Journal Porta Linguarum: “Key variables in CLIL implementation and research: Recent perspectives on contextual, cognitive, and affective variation in CLIL” Guest editor: María Luisa Pérez Cañado. Publication date: Summer 2017
Pavón Vázquez, V. In press for 2017. “Rural vs. urban CLIL: The impact of contextual variables in Content and Language Integrated Learning programs”. Porta Linguarum.
Madrid, D. & Barrios Espinosa, M. E. In press for 2017. “The effects of CLIL across diverse educational settings: A comparison of public, private, and charter schools”. Porta Linguarum.
Pérez Cañado, M. L. In press for 2017. “CLIL and educational level: A longitudinal study on the impact of CLIL on language outcomes and content mastery”. Porta Linguarum.
Navarro Pablo, M. & García Jiménez, E. In press for 2017. “Are CLIL students more motivated? An analysis of affective factors and language attainment.” Porta Linguarum.
Lancaster, N. K. In press for 2017. “Extramural exposure and language attainment: The examination of input-related variables in CLIL programs”. Porta Linguarum.
Rascón Moreno, D. & Bretones Callejas, C. In press for 2017. “Socioeconomic status and its impact on language and content attainment in CLIL contexts”. Porta Linguarum.
Oxbrow, G. & Cecic, D. In press for 2017. “Students’ perspectives on CLIL programme development: An analysis of individual learner variables”. Porta Linguarum.
Milla Lara, M. D. & Casas Pedrosa, A. V. In press for 2017. “Teacher perspectives on CLIL implementation: A within-group comparison of key variables”. Porta Linguarum.
Ráez Padilla, J. In press for 2017. “Parent perspectives on CLIL implementation: Which variables make a difference?”. Porta Linguarum.
Special issue of the Journal Theory Into Practice: “Innovations and challenges in Content and Language Integrated Learning (CLIL)”. Guest editor: María Luisa Pérez Cañado. Publication date: August 2018
Pavón Vázquez, V. In press for 2018. “Innovations and challenges in CLIL research”. Theory Into Practice.
Pérez Cañado, M. L. In press for 2018. “Innovations and challenges in CLIL teacher training”. Theory Into Practice.
Madrid, D. In press for 2018. “Innovations and challenges in attending to diversity through CLIL”. Theory Into Practice.
Lancaster, N. K. In press for 2018. “Innovations and challenges in CLIL program evaluation”. Theory Into Practice.
Special issue of The Language Learning Journal: “Implementing bilingual education in monolingual contexts: Lessons learned and ways forward”. Guest editor: María Luisa Pérez Cañado. Publication date: marzo de 2019
Navarro Pablo, M. In press for 2019. “The effects of CLIL on L1 learning in monolingual contexts”. The Language Learning Journal.
Martínez Agudo. J. D. In press for 2019. “The impact of CLIL on English language competence in monolingual contexts: A longitudinal perspective”. The Language Learning Journal.
Madrid, D. & Hughes, S. In press for 2019. “The effects of CLIL on content knowledge in monolingual contexts”. The Language Learning Journal.
Oxbrow, G. & Cecic, D. In press for 2019. “Addressing the language challenge in monolingual CLIL contexts: Stakeholder perspectives in the Canary Islands”. The Language Learning Journal.
Espinosa Barrios, E. & Milla Lara, M. D. In press for 2019. “CLIL methodology and evaluation in monolingual contexts: A SWOT analysis in Andalusia”. The Language Learning Journal.
Pavón Vázquez, V. & Bretones Callejas, C. In press for 2019. “Key issues in training, coordination, and mobility within monolingual CLIL contexts: Lessons learned and ways forward”. The Language Learning Journal.
Pérez Cañado, M. L. In press for 2019. “Common CLIL (mis)conceptions: Setting the record straight”. The Language Learning Journal.