UAM-CLIL research group

Ana Llinares

Full professor

Group leader / principal investigator

Department of English Philology
Faculty of Philosophy and Arts
Universidad Autónoma de Madrid

ana.llinares@uam.es

Curriculum vitae 📎
Research projects
    Research lines: Content and Language Integrated Learning (CLIL); Second language acquisition; Systemic-Functional Linguistics; classroom discourse analysis.
    I. As principal investigator:
      1. LongAd-CLIL: A longitudinal corpus-based analysis of advancedness in CLIL: subject literacies, classroom practices and participant perspectives from primary through secondary education / Estudio longitudinal de capacidades linguisticas avanzadas en aicle: lenguaje de las disciplinas, practica en el aula y perspectivas de los participantes (2019-2021). Financed by the Ministerio de Economía y Competitividad (RTI2018-094961-B-I00).
      2. TRANS-CLIL: Integrating and assessing content and language in the transition from primary to secondary bilingual education / Integración y evaluación de contenidos curriculares y lengua extranjera en la transición de la educación primaria a secundaria en contextos bilingües (2015-2017). Financed by the Ministerio de Economía y Competitividad (FFI2014-55590-R).
      3. INTER-CLIL: The interpersonal function of language in CLIL secondary education: analysis of a spoken and written corpora / La función interpersonal del lenguaje en contextos AICLE en Educación Secundaria: análisis de un corpora oral y escrito (2011-2014). Financed by the Ministerio de Economía y Competitividad (FFI2010-20790/FILO).
      4. Longitudinal and contrastive analysis of the spoken and written interlanguage of secondary school students in Content and Language Integrated Social Science classes in the Madrid Autonomous Community / Análisis longitudinal y contrastivo de la interlengua oral y escrita de estudiantes de secundaria en el marco del aprendizaje integrado de ciencias sociales e inglés en la Comunidad de Madrid (2008). Financed by the Universidad Autónoma de Madrid and Comunidad de Madrid (CCG07-UAM/HUM-1790).
      5. Linguistic analysis of the spoken and written production of secondary school pupils studying geography and history in English in Content and Language Integrated Learning in the Madrid Autonomous Community / Análisis lingüístico de la producción oral y escrita de alumnos de educación secundaria que cursan la asignatura de geografía e historia en inglés dentro del marco del aprendizaje integrado de contenido y lenguas extranjeras en la Comunidad de Madrid (2007). Financed by the Universidad Autónoma de Madrid and Comunidad de Madrid (CCG06-UAM/HUM-0544).
      6. Analysis of the spoken and written production in English in situations of Content and Language Integrated Learning in the Madrid Autonomous Community / Análisis de la producción oral y escrita en inglés en el marco de la enseñanza integrada de contenido y lenguas extranjeras en la Comunidad de Madrid (2006). Financed by the Dirección General de Investigación, Consejería de Educación, Comunidad de Madrid and the Universidad Autónoma de Madrid (09/SHD/017105).
    II. As co-investigator:
      1. Evidence based reflection and teacher development (2016-2017). Financed by the British Council. Principal investigator: Steve Walsh (University of Newcastle, UK).
      2. Which English? Whose English? Teachers’ beliefs, attitudes and practices towards target varieties of the ‘world’ language (2014-2015). Financed by the British Council. Principal investigators: Tony Young & Steve Walsh (University of Newcastle, UK).
      3. Conceptualising Content and Language Integrated Learning (ConCLIL) (2012-2014). Funded by the Academy of Finland. Principal investigator: Tarja Nikula (University of Jyväskylä).
      4. CLIL across Contexts: A scaffolding framework for CLIL teacher education (2006-2009). Funded by the European Union (128751-CP-1-2006-1-LU-COMENIUS-C21). Principal investigator: Marie-Anne Hansen-Pauley (University of Luxembourg).
      5. Aprendiendo Inglés en la Escuela con Internet: Estudio Longitudinal en la Comunidad de Madrid (2005). Financed by the Universidad Autónoma de Madrid. Principal investigator: Dolores Ramírez Verdugo (Universidad Autónoma de Madrid).
      6. Análisis lingüístico de un corpus oral de inglés como lengua extranjera y sus aplicaciones pedagógicas (2003-2006). Financed by the Ministerio de Ciencia y Tecnología (BFF2003-8381). Principal investigator: Jesús Romero Trillo.
      7. Corpus oral de inglés como segunda lengua (UAM-Corpus): Desarrollo, análisis lingüístico y aplicaciones metodológicas (2002). Financed by Comunidad de Madrid (06/0027/2001). Principal investigator: Jesús Romero Trillo.
      8. Bilingualer Unterricht als Beitrag zur Förderung von Mehrsprachigkeit in Europa (2001-2004). Financed by the European Union (94435-CP-1-2001-1-DE-COMENIUS-C21). Principal investigator: Werner Altmann.
      9. Laboratorio de Lenguas Hipermedia AFC-2001-0073-ID (2001-2002). Financed by Ministerio de Educación, Cultura y Deporte. Principal investogator: Gema Sanz Espinar.
      10. SIDEP-CTA (2001-2002). Financed by Universidad Autónoma de Madrid (78501-02). Principal investogator: José Santacreu Mas.
Books
Journal articles
  • Morton T., & Llinares A. (2018). Students’ use of evaluative language in L2 English to talk and write about history in a bilingual education programme. International Journal Of Bilingual Education And Bilingualism, 21(4), 496-508.
  • Pastrana, A., Llinares, A., & Pascual, I. (2018). Students’ language use for co-construction of knowledge in CLIL group-work activities: a comparison with L1 settings. Zeitschrift Fur Erziehungswissenschaft, 21(1), 49-70.
  • Somers, T., & Llinares, A. (2018). Students’ motivation for content and language integrated learning and the role of programme intensity. International Journal of Bilingual Education and Bilingualism, 1-16.
  • Llinares, A. (2017). Classroom Interaction in CLIL Primary School Classrooms: Research Insights to Inform Successful Pedagogy. English as a Global Language Education (EaGLE) Journal, 3(1), 39-61.
  • Morton, T. & Llinares, A. (2016). Students’ use of evaluative language in L2 English to talk and write about history in a bilingual education programme. International Journal of Bilingual Education and Bilingualism.
  • Llinares A. & Dalton-Puffer, C. (2015). The role of different tasks in CLIL students’ use of evaluative language. System, 54, 69-79.
  • Llinares, A. (2015). Integration in CLIL: a proposal to inform research and successful pedagogy. Language, Culture and Curriculum, 28(1), 58-73.
  • Llinares, A. & Pascual, I. (2015). A genre approach to the effect of academic questions on CLIL students’ language production. Language and Education, 29(1), 15-30.
  • Llinares, A. (2015). The interpersonal function of language in CLIL secondary education: analysis of a spoken and written corpus (INTER-CLIL). European Journal of Applied Linguistics 3(2), 343-347.
  • Dalton-Puffer, C., Llinares, A., Lorenzo, F. & Nikula, T. (2014). “You can stand under my umbrella” Immersion, CLIL and bilingual education. A response to Cenoz, Genesee & Gorter (2013). Applied Linguistics, 35(2), 213-218.
  • Llinares, A. & Lyster, R. (2014). The influence of context on patterns of corrective feedback and learner uptake: A comparison of CLIL and immersion classrooms. Language Learning Journal, 42(2), 181-194.
  • Llinares, A. & Pastrana, A. (2013). CLIL students’ pragmatic development across classroom activities and educational levels. Journal of Pragmatics, 59(A), 81-92.
  • Nikula, T., Dalton-Puffer, C. & Llinares, A. (2013). CLIL classroom discourse. Journal of Immersion and Content-Based Language Education, 1(1), 70-100.
  • Whittaker, R., Llinares, A. & McCabe, A. (2011). Written discourse development in CLIL at secondary school. Language Teaching Research 15(3), 343-362.
  • LLinares García, A. (2011). Content and Foreign Language Integrated Learning. In Y. Ruiz de Zarobe, J.M. Sierra & F. Gallardo del Puerto (eds.) Contributions to Multilingualism in European contexts. Special issue of International Journal of Applied Linguistics, 21(3), 416-420.
  • Dafouz, E., Llinares, A. & T. Morton (2010). CLIL across Contexts: A scaffolding framework for CLIL teacher education. Special Issue “Current Research on CLIL 3″. VIEWS 19(3).
  • Llinares, A. & T. Morton (2010). Historical Explanations as situated practice in content and language integrated learning. Classroom Discourse, 1(1), 46-65.
  • Dafouz, E. y A. Llinares (2008). The Role of Repetition in CLIL Teacher Discourse: A Comparative Study at Secondary and Tertiary Levels. International CLIL Research Journal, 1(1).
  • Llinares, A. y R. Whittaker (2007). Talking and writing in a foreign language in CLIL contexts: a linguistic analysis of secondary school learners of geography and history. Revista Española de Lingüística Aplicada, Volumen Monográfico, 83-94.
  • Llinares García, A. y J. Romero Trillo (2007). Getting personal: native speaker and EFL pre-school children’s use of the personal function. International Journal of Applied Linguistics, 17(2), 198-213.
  • Llinares García, A. (2007). Young learners’ functional use of the L2 in a low-immersion EFL context. ELT Journal, 61, 39-45.
  • Llinares, A. & Whittaker, R. (2006). Linguistic analysis of secondary school students’ oral and written production in CLIL contexts: studying social science in English. Vienna English Working Papers, 15(3), 28-32.
  • Llinares, A. (2006). A pragmatic analysis of children’s interlanguage in EFL preschool Contexts. Intercultural Pragmatics, 3(2), 171-193.
  • Dafouz Milne, E. & Llinares, A. (2005). La enseñanza y aprendizaje de una lengua extranjera a través de contenidos: aproximación a los diferentes niveles educativos. Hispanorama 107, 79-85.
  • Llinares García, A. (2005). The effect of teacher feedback on EFL learners’ functional production in classroom discourse. Anglogermanica Online (https://www.uv.es/anglogermanica/2005/llinares).
  • Romero Trillo, J. & Llinares García, A. (2004). Prosodic Competence in Reading Aloud: an Acoustic Corpus-based Study of Native and Non-Native (Spanish) Speakers of English. Estudios Ingleses de la Universidad Complutense, 12, 63-77.
Book chapters
  • Llinares, A. (2019). Afterword: CLIL in Spain and Japan: Synergies, Specificities and New Horizons. In Tsuchiya, K., & Murillo, M. P. (eds.) Content And Language Integrated Learning In Spanish And Japanese Contexts, pp. 409-414. Palgrave MacMillan.
  • Nashaat Sobhy, N., Llinares, A. (2018). CLIL students’ pragmatic competence: a comparison between naturally-occurring and elicited requests. In Herraiz-Martínez, A., & Sánchez-Hernández, A. (Eds.) Learning Second Language Pragmatics Beyond Traditional Contexts, pp. 173-204. Peter Lang.
  • Morton, T. & Llinares, A. (2017). Content and language integrated learning: Type of programme or pedagogical model? In: Llinares, A., & Morton, T. (Eds.). Applied linguistics perspectives on CLIL, pp. 1-18. Amsterdam: John Benjamins.
  • Llinares, A. & Morton, T. (2017). Speech function analysis to explore CLIL students spoken language for knowledge construction. In: Llinares, A., & Morton, T. (Eds.). Applied linguistics perspectives on CLIL, pp. 125-144. Amsterdam: John Benjamins.
  • Llinares, A. (2017). Learning how to mean in primary school CLIL classrooms. In García Mayo, M.P. (Ed.). Learning foreign languages in primary school, pp. 69-85. Research insights Bristol: Multilingual Matters.
  • Llinares, A. & Nikula, T. (2016). Teacher and student evaluative language in CLIL across contexts: integrating SFL and pragmatic approaches. In Tarja Nikula, Emma Dafouz, Pat Moore & Ute Smit (eds.) Conceptualising integration in CLIL and multilingual education. Bristol: Multilingual Matters.
  • Nikula, T., Dalton-Puffer, C., Llinares, A. & Lorenzo, F. (2016). More than content and language: the complexity of integration in CLIL and multilingual education. In Tarja Nikula, Emma Dafouz, Pat Moore & Ute Smit (eds.) Conceptualising integration in CLIL and multilingual education. Bristol: Multilingual Matters.
  • Llinares, A. (2013). Systemic Functional approaches to second language acquisition in school settings. In García Mayo, P., Gutiérrez-Mangado, J. & Martínez Adrián, M. (eds) Multiple Perspectives on Second Language Acquisition. Amsterdam: John Benjamins.
  • Llinares García, A. & Morton, T. (2012). Social perspectives on interaction and language learning in CLIL classrooms. In Alcón Soler, E. & Safont Jordá. P. (eds.) Alcón Soler, E. & Safont Jordá. P. (eds.) Discourse and learning across L2 instructional contexts. Amsterdam: Rodopi.
  • Whittaker, R. & Llinares, A. (2011). Functions of language in CLIL secondary classes: a systemic functional approach. In: Escobar, C. y L. Nussbaum (eds.) Learning through another language, pp. 141-164. Barcelona: UAB.
  • Whittaker, R. & Llinares, A. (2011). Integrating the learning of language and the learning of content: the UAM-CLIL Project. In Escobar, C. & L. Nussbaum (eds.) Learning in a Different Language. Barcelona: UAB.
  • Whittaker, R. & A. Llinares García (2011). Content and Language Integrated Learning (CLIL) in Secondary School. In House, S. (ed.) Theory and Practice in English Language Teaching. Barcelona: Grao.
  • Llinares García, A. & R. Whittaker (2010). Writing and speaking in the history class: data from CLIL and first language contexts. In Dalton-Puffer, C., Nikula, T. & U. Smit (eds) Language use in Content-and-language Integrated learning (CLIL). AILA Applied linguistic series. Amsterdam: John Benjamins.
  • Llinares García, A. & E. Dafouz (2010). Content and Language Integrated Programmes in the Madrid Region: Overview and Research Findings. In Lasagabaster, D. & Y. Ruiz de Zarobe (eds.) CLIL in Spain: Implementation, Results and Teacher Training. Newcastle: Cambridge Scholars.
  • Llinares García, A. y R. Whittaker (2009). Teaching and learning history in secondary CLIL classrooms: from speaking to writing. In Dafouz, E, & M. Guerrini (eds.) CLIL across Educational Levels: Experiences from Primary, Secondary and Tertiary Contexts. Richmond-Santillana.
  • Whittaker, R. y Llinares, A. (2009). CLIL in social science classrooms: analysis of spoken and written productions. In Ruiz de Zarobe, Y. y R. M. Jiménez Catalán (eds.) Content and Language Integrated Learning. Evidence from Research in Europe. Multilingual Matters.
  • Llinares García, A. & J. Romero Trillo (2008). Discourse markers and the pragmatics of native and non-native teachers in a CLIL corpus. In Romero-Trillo, J. (ed) Pragmatics and Corpus Linguistics. A mutualistic entente. Mouton Series in Pragmatics 2. Berlin: Mouton de Gruyter.
  • Llinares García, A. (2007). Classroom bilingualism at the preschool level: towards a more natural EFL context. In Pérez Vidal, C. et al. (eds) A Portrait of the Young in Multilingual Spain. Clevedon: Multilingual Matters.
  • Llinares García, A. , Dafouz Milne, E. & R. Whittaker (2007). A linguistic analysis of compositions written by Spanish learners of social sciences in CLIL contexts. In Wolff, D. & D. Marsh (eds.) Diverse contexts converging goals. Content and Language Integrated Learning in Europe, pp. 227-236. Frankfurt: Peter Lang.
  • Llinares García, A. & J. Romero Trillo (2006). Discourse markers in the EFL classroom. In Carretero, M., Hidalgo Downing, L., Lavid, J., Martínez Caro, E., Neff, J., Pérez de Ayala, S. y Sánchez-Pardo, E. (eds.) A Pleasure of Life in Words: A Festschrift for Angela Downing. Vol. 2, 163-176. Servicio de publicaciones de la Universidad Complutense.
  • Llinares García, A. (2004). La función reguladora en el lenguaje de profesores y alumnos en el aula bilingüe en edades tempranas. Bilingualer Unterricht in Spanien und Deutschland, pp. 163-178.