Camacho-Miñano, M.M.; Urquía-Grande, E.; Rivero-Menéndez, M.J. y Pascual-Ezama, D. (2015) “Recursos multimedia para el aprendizaje de la contabilidad financiera en los grados bilingües” Revista Educación XX1.

Dafouz, E., Núñez, B., Sancho, C., y Foran, D. (2007). Integrating CLIL at the tertiary level: Teachers’ and students’ reactions. In D. Wolff & D. Marsh (Eds.), Diverse contexts, converging goals. Content and language integrated learning in Europe (pp. 91–102). Frankfurt: Peter Lang.

Dafouz, E., Núñez, B. y Sancho, C. (2007). Analysing Stance in a CLIL university context: Non-native speaker use of personal pronouns and modal verbs. International Journal of Bilingualism and Bilingual Education, 10 (5), 647-662.

Dafouz, E. (2008). La Universidad y el reto bilingüe. ¿Está preparada la educación superior para el aprendizaje en una lengua extranjera? AULA de Innovación Educativa 168, 45-49.

Dafouz, E., y Guerrini, M. C. eds. (2009) CLIL Across Educational Levels: Experiences from Primary, Secondary and Tertiary Contexts. Madrid: Richmond.

Dafouz, E. y Núñez, B. (2009). CLIL in higher education: devising a new learning landscape. In E. Dafouz & M. Guerrini (Eds.), pp. 101-112.

Dafouz, E. y Núñez B. (2010). Metadiscursive devices in university lectures: A constrastive analysis of L1 and L2 performance. In C. Dalton-Puffer, T. Nikula, & U. Smit (Eds.), (pp. 213-231).

Dafouz, E. (2011). English as the medium of instruction in Spanish contexts: A look at teacher discourses. In Y. Ruiz de Zarobe, J. M. Sierra, & F. Gallardo del Puerto (Eds.), Content and foreign language integrated learning (pp. 189-209). Bern, Switzerland: Peter Lang.

Dafouz, E. y Sánchez, D. (2013). “Does everybody understand?” Teacher questions across disciplines in English-mediated university lectures: An exploratory study. In Language Value Vol 5, Issue 1, pp. 129-151. Special Issue: CLIL at University: Research and Developments.

Dafouz, E. y Smit, U. (2014) Towards a dynamic conceptual framework for English medium education in multilingual university settings. Applied Linguistics. doi : 10.1093/ applin /amu034

Dafouz-Milne, E.; Camacho-Miñano, M.M. y Urquía-Grande, E. (2014) ‘Surely they can"t do as well’: a comparison of business students’ academic performance in English-medium and Spanish-as-first-language-medium programmes. Language and Education, 28(3), 223-236 

Dafouz, E. Hüttner, J. y Smit, U. (en prensa) University Teachers’ Beliefs of Language and Content Integration in English-Medium Education in Multilingual University Settings. En Nikula. T., Dafouz, E. Moore, P. y Smit, U. (eds). Conceptualizing Integration in CLIL and Multilingual Contexts. Bristol, England. Multilingual Matters.

Núñez Perucha, B. y Dafouz Milne, E. (2007). Lecturing through the foreign language in a CLIL university context: linguistic and pragmatic implications. En Ute Smit y Christiane Dalton-Puffer (eds.) VIEWS Vienna English Working Papers. Current Research in CLIL 2 (16/3, 2007), 36-42.

Núñez Perucha, B. (2012). La funcionalidad de las expresiones idiomáticas en inglés y en español y su implicación para la comunicación intercultural. En  Mª Elena Placencia y Carmen García (eds), Pragmática y Comunicación Intercultural en el mundo hispanohablante. Amsterdam / New York: Rodopi. 135-157.