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“Advancedness in CLIL: Academic Literacies, Assessment, and Equity” (23 Sept 2022)

Current research project: “LongAd-CLIL” (2019-2021)

Professional development: “CLIL methodology and evaluation tools” (2020-2021)

Applied Linguistics Perspectives on CLIL

The Roles of Language in CLIL

The UAM-CLIL research group at the Universidad Autónoma de Madrid carries out applied linguistic research on Content and Language Integrated Learning (CLIL) with regard to a broad spectrum of issues related to

integration of content and language
second language acquisition
subject literacy
classroom discourse and interaction
affective factors
teaching methodology
teacher education

Systemic Functional Linguistics: A social-semiotic approach to content and language integrated learning in bilingual/multilingual educations. (2020) - Special issue of the International Journal of Bilingual Education and Bilingualism. Edited by Ana Llinares & Anne McCabe (2020).
Writing on history in a Content and Language Integrated Learning (CLIL) context: Development of grammatical metaphor as evidence of language learning (2020) - Rachel Whittaker, Anne McCabe. In: Machón, R.M. (Ed.) Writing and Language Learning: Advancing Research Agendas. Amsterdam: John Benjamins.
Afterword: SFL, theoretical pluralism and content and language integration at the levels of curriculum, pedagogy and assessment (2020) - Tom Morton. In: International Journal of Bilingual Education and Bilingualism.
Cognitive discourse functions in CLIL classrooms: eliciting and analysing students’ oral categorizations in science and history (2020) - Natalia Evnitskaya, Christiane Dalton-Puffer. In: International Journal of Bilingual Education and Bilingualism.
Expressing evaluation across disciplines in primary and secondary CLIL writing: a longitudinal study (2020) - Rachel Whittaker, Anne McCabe. In: International Journal of Bilingual Education and Bilingualism.
CLIL students’ definitions of historical terms (2020) - Nashwa Nashaat-Sobhy, Ana Llinares. In: International Journal of Bilingual Education and Bilingualism.
Systemic functional linguistics: the perfect match for content and language integrated learning (2020) - Ana Llinares, Anne McCabe. In: International Journal of Bilingual Education and Bilingualism.
Classroom Interaction in CLIL Programs: Offering Opportunities or Fostering Inequalities? (2020) - Ana Llinares, Natalia Evnitskaya. In: TESOL Quarterly.
Cognitive Discourse Functions: A Bridge between Content, Literacy and Language for Teaching and Assessment in CLIL (2020) - Tom Morton. In: CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education.
Enhancing Interactional Competence in EMI: Teacher Reflective Practices (2020) - Ana Llinares, Amaya Mendikoetxea. In: Sánchez Pérez, M.M. (ed.), Teacher Training For English-Medium Instruction In Higher Education. IGI Global.
Constructing Cognitive Discourse Functions in secondary CLIL classrooms in Spain (2019) - Natalia Evnitskaya. In: Tsuchiya, K. & Pérez-Murillo, M.D. (eds.), Content and Language Integrated Content in Spanish and Japanese Contexts: Policy, Practice and Pedagogy. Palgrave Macmillan..
Framing ‘choice’ in language education: the case of freedom in constructing inequality (2019) - Elisa Hidalgo McCabe, Noelia Fernández-González. In: Martín Rojo, L. & Del Precio, A. (Eds). Language and Neoliberal Governmentality. Routledge.