| CLIL research in Europe: Past, present, and future ML Pérez-Cañado International Journal of Bilingual Education and Bilingualism 15 (3), 315-341, 2012 | 848 | 2012 |
| Teacher training needs for bilingual education: In-service teacher perceptions ML Pérez Cañado International Journal of Bilingual Education and Bilingualism 19 (3), 266-295, 2016 | 275 | 2016 |
| La subtitulación en el aprendizaje de lenguas extranjeras N Talaván Zanón Octaedro, 2013 | 271 | 2013 |
| Innovations and challenges in CLIL teacher training ML Pérez Cañado Theory Into Practice 57 (3), 212-221, 2018 | 196 | 2018 |
| Are teachers ready for CLIL? Evidence from a European study ML Pérez Cañado European Journal of Teacher Education 39 (2), 202-221, 2016 | 188 | 2016 |
| From the CLIL craze to the CLIL conundrum: Addressing the current CLIL controversy ML Pérez Cañado Bellaterra Journal of Teaching and Learning Language and Literature 9 (1 …, 2016 | 187 | 2016 |
| CLIL and educational level: A longitudinal study on the impact of CLIL on language outcomes ML Pérez Cañado Universidad de Granada, 2018 | 168 | 2018 |
| Making the case method work in teaching Business English: a case study AA Esteban, MLP Cañado English for Specific Purposes 23 (2), 137-161, 2004 | 142 | 2004 |
| The effects of CLIL on L1 and content learning: Updated empirical evidence from monolingual contexts MLP Cañado Learning and Instruction 57, 18-33, 2018 | 129 | 2018 |
| Teacher and student preferences of native and nonnative foreign language teachers MLP Cañado, DM Fernández Porta Linguarum: revista internacional de didáctica de las lenguas …, 2004 | 123 | 2004 |
| CLIL and pedagogical innovation: Fact or fiction? ML Pérez Cañado International Journal of Applied Linguistics 28 (3), 369-390, 2018 | 118 | 2018 |
| The effects of CLIL on oral comprehension and production: A longitudinal case study ML Pérez Cañado, NK Lancaster Language, Culture and Curriculum 30 (3), 300-316, 2017 | 109 | 2017 |
| CLIL and elitism: Myth or reality? ML Pérez Cañado The Language Learning Journal 48 (1), 4-17, 2020 | 86 | 2020 |
| Stopping the “pendulum effect” in CLIL research: Finding the balance between Pollyanna and Scrooge ML Pérez Cañado Applied linguistics review 8 (1), 79-99, 2017 | 83 | 2017 |
| Competency-based language teaching in higher education MLP Cañado Springer Science & Business Media, 2012 | 75 | 2012 |
| 13 Exploring the student's motivation in the EFL class DM Fernández, MLP Cañado Present and future trends in TEFL 12, 321, 2001 | 65 | 2001 |
| CLIL in Action: Voices from the Classroom MLP Cañado, D Marsh, JR Padilla Cambridge Scholars Publishing, 2015 | 64 | 2015 |
| Language and power: raising awareness of the role of language in multicultural teams MC Méndez García, ML Pérez Cañado Language and intercultural communication 5 (1), 86-104, 2005 | 64 | 2005 |
| Innovations and challenges in attending to diversity through CLIL D Madrid, ML Pérez Cañado Theory Into Practice 57 (3), 241-249, 2018 | 60 | 2018 |
| Evaluating CLIL programmes: Instrument design and validation MLP Cañado Pulso. Revista de educación, 79-112, 2016 | 58 | 2016 |
