| The power of beliefs: Lay theories and their influence on the implementation of CLIL programmes J Hüttner, C Dalton-Puffer, U Smit International journal of bilingual education and bilingualism 16 (3), 267-284, 2013 | 329 | 2013 |
| English and more: A multisite study of roles and conceptualisations of language in English medium multilingual universities from Europe to Asia W Baker, J Hüttner Journal of Multilingual and Multicultural Development 38 (6), 501-516, 2017 | 137 | 2017 |
| ESP teacher education at the interface of theory and practice: Introducing a model of mediated corpus-based genre analysis J Hüttner, U Smit, B Mehlmauer-Larcher system 37 (1), 99-109, 2009 | 137 | 2009 |
| CLIL (Content and Language Integrated Learning): The bigger picture. A response to: A. Bruton. 2013. CLIL: Some of the reasons why… and why not. System 41 (2013): 587–597 J Hüttner, U Smit System 44, 160-167, 2014 | 130 | 2014 |
| “We are not the language police”: Comparing multilingual EMI programmes in Europe and Asia W Baker, J Hüttner International Journal of Applied Linguistics 29 (1), 78-94, 2019 | 101 | 2019 |
| University teachers’ beliefs of language and content integration in English-medium education in multilingual university settings E Dafouz, J Hüttner, U Smit Conceptualising integration in CLIL and multilingual education, 123-143, 2016 | 98 | 2016 |
| Technology-geeks speak out: What students think about vocational CLIL C Dalton-Puffer, J Hüttner, V Schindelegger, U Smit International CLIL Research Journal 1 (2), 17-26, 2009 | 92 | 2009 |
| A cross-sectional analysis of oral narratives by children with CLIL and non-CLIL instruction J Hüttner, A Rieder-Bünemann Language use and language learning in CLIL classrooms, 61-80, 2010 | 67 | 2010 |
| The effect of CLIL instruction on children’s narrative competence J Hüttner, A Rieder-Bünemann View [s] 15 (3), 41-46, 2007 | 49 | 2007 |
| Academic writing in a foreign language: An extended genre analysis of student texts J Huettner Peter Lang, 2007 | 47 | 2007 |
| New contexts, new challenges for TESOL: Understanding disciplinary reasoning in oral interactions in English‐medium instruction E Dafouz, J Hüttner, U Smit Tesol Quarterly 52 (3), 540-563, 2018 | 46 | 2018 |
| The genre (s) of student writing: developing writing models J Hüttner International Journal of Applied Linguistics 18 (2), 146-165, 2008 | 46 | 2008 |
| Theory and practice in EFL teacher education: Bridging the gap J Hüttner, B Mehlmauer-Larcher, S Reichl, B Schiftner Multilingual Matters, 2011 | 40 | 2011 |
| The potential of purpose-built corpora in the analysis of student academic writing in English J Hüttner Journal of Writing Research 2 (2), 197-218, 2010 | 35 | 2010 |
| Fluent speakers–fluent interactions: On the creation of (co)-fluency in English as a lingua franca J Hüttner English as a lingua franca: Studies and findings, 274-297, 2009 | 32 | 2009 |
| CLIL in the 21st Century: Retrospective and prospective challenges and opportunities C Dalton-Puffer, J Hüttner, A Llinares Journal of Immersion and Content-Based Language Education 10 (2), 182-206, 2022 | 30 | 2022 |
| ELF and content and language integrated learning J Hüttner The Routledge handbook of English as a lingua franca, 481-493, 2018 | 30 | 2018 |
| Agreeing to disagree:‘doing disagreement’in assessed oral L2 interactions J Hüttner Classroom Discourse 5 (2), 194-215, 2014 | 30 | 2014 |
| Negotiating political positions: Subject-specific oral language use in CLIL classrooms J Hüttner, U Smit International Journal of Bilingual Education and Bilingualism 21 (3), 287-302, 2018 | 23 | 2018 |
| Accuracy and fluency teaching and the role of extramural English: A tale of three countries A Schurz, M Coumel, J Hüttner Languages 7 (1), 35, 2022 | 21 | 2022 |
Ute SmitUniversity of ViennaVerified email at univie.ac.at
