Special issue of Didactae. Journal of Research in Specific Didactics. Scaffolding writing to learn across the languages of schooling. Coordinated, with Isabel García Parejo. https://revistes.ub.edu/index.php/didacticae/issue/view/2949
Ahern, A. (2023). “Learning to plan for CLIL with the Reading to Learn approach. An experience in initial teacher training.” Didactae. Journal of Research in Specific Didactics (14). 107-125. https://revistes.ub.edu/index.php/didacticae/article/view/42588
Whittaker, R., García Parejo, I. and Ahern, A. (2023). “Working with Reading to Learn at the undergraduate level in Spain. A learning journey”, Chapter 10 in Acevedo, C., Rose, D. and Whittaker, R. (eds.), Reading to learn, Reading the world. How genre-based literacy pedagogy is democratizing education. London: Equinox.
Ahern, A. and Smith, K. (2022). “Promoting equitable literacy expectations in CLIL: Empowering student teachers’ attitude shifts through Reading to Learn in service-learning”. Special issue on (In)equity issues in CLIL. AILA Review 35 (2): 297-320.