2021
Coyle, D., & Meyer, O. (2021). Beyond CLIL: Pluriliteracies teaching for deeper learning. Cambridge University Press.
2020
Berg, N. (2020). Listening for Literacies—Effekt von fachspezifischem Hör-Verstehenstraining auf die Entwicklung der mündlichen Sachfachliteralität im bilingualen Geographieunterricht. Johannes Gutenberg-Universität.
2019
Connolly, T. (2019). Die Förderung vertiefter Lernprozesse durch Sachfachliteralität: Eine vergleichende Studie zum expliziten Scaffolding kognitiver Diskursfunktionen im bilingualen Chemieunterricht am Beispiel des Erklärens. Johannes Gutenberg-Universität.
Coyle, D., & Meyer, O. (2019). Quality Assurance in Clil in Higher Education. In J. de Dios Martínez Agudo (Ed.), Quality in TESOL and Teacher Education (1st ed., pp. 159–170). Routledge.https://doi.org/10.4324/9780429198243-17
2018
Connolly, T., Huwer, J., & Meyer, O. (2018). Erklären üben im Chemieunterricht—Wie gezieltes Fachsprachentraining zu vertieften Lernprozessen führen kann. Naturwissenschaften im Unterricht Chemie, 167, 34–38.
Coyle, D., Halbach, A., Meyer, O., & Schuck, K. (2018). Knowledge ecology for conceptual growth: Teachers as active agents in developing a pluriliteracies approach to teaching for learning (PTL). International Journal of Bilingual Education and Bilingualism, 21(3), 349–365. https://doi.org/10.1080/13670050.2017.1387516
Meyer, O., Coyle, D., Imhof, M. & Connolly, T. (2018). Beyond CLIL: Fostering student and teacher engagement for personal growth and deeper learning. In J. D. Martinez (Ed.),Emotions in Second Language Teaching: Advances in Theory and Research, and Teacher Education (pp. 277-300). New York: Springer.
Meyer, O., Imhof, M., Coyle, D. & Banerjee, M. (2018). Positive Learning and Pluriliteracies: Growth in Higher Education and implications for course design, assessment, and research. In O. Zlatkin-Troitschanskaia, G. Wittum & A. Dengel (Eds.), Positive Learning in the Age of Information (PLATO) – A blessing or a curse? (pp. 235 – 265). Wiesbaden: Springer.
Meyer, O. & Imhof, M. (2018). Pluriliteralne wuknjenje – pohłubšene wuknjenske procesy přihotować a wuhotować. Serbska Šula, 71 (1), 4-8.
Meyer, O., Coyle, D., & Schuck, K. (2018). Learnscaping: Creating Next-Gen Learning Environments for Pluriliteracies Growth. In J. Buendgens-Kosten & D. Elsner (Eds.), Multilingual Computer Assisted Language Learning (pp. 18–38). Multilingual Matters. https://doi.org/10.21832/9781788921497-004
2017
Meyer, O., & Coyle, D. (2017). Pluriliteracies Teaching for Learning: Conceptualizing progression for deeper learning in literacies development. European Journal of Applied Linguistics, 5(2), 199–222. https://doi.org/10.1515/eujal-2017-0006
Meyer, O. & Imhof, M. (2017). Pluriliterales Lernen. Vertiefte Lernprozesse anbahnen und gestalten. Lernende Schule, 20(80), 20-24.
2015
Meyer, O. & Halbach, A. & Coyle, D. (2015). Putting a Pluriliteracies Approach into Practice.
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. https://doi.org/10.1080/07908318.2014.1000924
2014
Halbach, A. & Coyle, D. & Meyer, O. & Schuck, K. & Ting, Y. T. (2014). Developing Literacy through CLIL. CLIL Magazine.
Pluriliteracies Teaching for Deeper Learning 