Nashaat, N. & Llinares, A. (forthcoming) Defining historical fields across languages in CLIL settings. International Journal of Bilingual Education and Bilingualism. Special Issue on Social-semiotic and systemic functional approaches to content and language integrated learning in bilingual/multilingual education.
Nashaat Sobhy, N. (2018). Operationalizing “Defining” from a Cognitive Discourse Perspective for Learners’ Use. To appear In S. M. Anwaruddin (Ed.), Knowledge mobilization in TESOL: Teachers’ experiences of connecting research and practice. Leiden: Brill.
Nashaat Sobhy, N. (2018). Language pragmatics in secondary education: a comparison of CLIL and non-CLIL students. RESLA 31, 2, 467–494.
Nashaat Sobhy, N. (2017). Investigating Pragmatics in CLIL through students’ requests. In T. Morton & A. Llinares (eds.), Applied Linguistics Perspectives on CLIL. Amsterdam: John Benjamins.
Nashaat Sobhy, N. (2013). The interpersonal Language of Spanish CLIL Students: their use of politeness in view of their politeness intent. MA thesis. Universidad Autónoma de Madrid. Available in: Ediciones de la UAM, ISBN 9788483443798.
Nashaat Sobhy-Sobhy, N. (2015). Review of Teaching and Learning Pragmatics: Where Language and Culture Meet by Noriko Ishihara and Andrew Cohen. Journal of Intercultural Pragmatics, Walter de Gryuter, 12(1), 129-133.
Nashaat Sobhy, N., Berzosa, C., & Crean, F. (2013). From ESP to CLIL using the schema theory. Revista de Lenguas para Fines Específicos, 19, 251-267.
Nashaat Sobhy, N & Harris, R. (2012). Are our tertiary students interculturally competent? Revista Nebrija de Lingüística Aplicada a la Enseñanza de las Lenguas, 13 (número especial – Actas de Congreso), 727-735.
Nashaat Sobhy, N. (2012). An experience of teacher collaboration: supporting students to reflect on their use of English through content-based assignments. TRICLIL proceedings: Better CLIL: more opportunities in primary, secondary and higher education, 237-242.