UAM-CLIL research group

Ana Llinares

Associate professor

Group leader / principal investigator

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

ana.llinares@uam.es

Curriculum vitae 📎
Teaching
    Graduate level:
      • The Acquisition of English as a Second Language (Bachelor in English Studies)
    Post-graduate level:
      • The language of the disciplines in CLIL (Content and Language Integrated Learning) classrooms (Master in English Applied Linguistics)
      • School placement (Master in Teacher Training in Obligatory Secondary and Upper Secondary School Education)
      • Specialization in English (Master in Teacher Training in Obligatory Secondary and Upper Secondary School Education)
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 EconomĂ­a y Competitividad (RTI2018-094961-B-I00).
      2. TRANS-CLIL: Integrating and assessing content and language in the transition from primary to secondary bilingual education / IntegraciĂłn y evaluaciĂłn de contenidos curriculares y lengua extranjera en la transiciĂłn de la educaciĂłn primaria a secundaria en contextos bilingĂŒes (2015-2017). Financed by the Ministerio de EconomĂ­a 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 funciĂłn interpersonal del lenguaje en contextos AICLE en EducaciĂłn Secundaria: anĂĄlisis de un corpora oral y escrito (2011-2014). Financed by the Ministerio de EconomĂ­a 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 / Anålisis 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 / AnĂĄlisis lingĂŒĂ­stico de la producciĂłn oral y escrita de alumnos de educaciĂłn secundaria que cursan la asignatura de geografĂ­a e historia en inglĂ©s dentro del marco del aprendizaje integrado de contenido y lenguas extranjeras en la Comunidad de Madrid (2007). Financed by the Universidad AutĂłnoma 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 / Anålisis 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 JyvÀskylÀ).
      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. AnĂĄlisis lingĂŒĂ­stico de un corpus oral de inglĂ©s como lengua extranjera y sus aplicaciones pedagĂłgicas (2003-2006). Financed by the Ministerio de Ciencia y TecnologĂ­a (BFF2003-8381). Principal investigator: JesĂșs Romero Trillo.
      7. Corpus oral de inglĂ©s como segunda lengua (UAM-Corpus): Desarrollo, anĂĄlisis lingĂŒĂ­stico y aplicaciones metodolĂłgicas (2002). Financed by Comunidad de Madrid (06/0027/2001). Principal investigator: JesĂșs 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 EducaciĂłn, 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 GarcĂ­a, 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 LingĂŒĂ­stica Aplicada, Volumen MonogrĂĄfico, 83-94.
  • Llinares GarcĂ­a, 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 GarcĂ­a, 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 travĂ©s de contenidos: aproximaciĂłn a los diferentes niveles educativos. Hispanorama 107, 79-85.
  • Llinares GarcĂ­a, 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 GarcĂ­a, 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-MartĂ­nez, A., & SĂĄnchez-HernĂĄndez, 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 GarcĂ­a 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 GarcĂ­a Mayo, P., GutiĂ©rrez-Mangado, J. & MartĂ­nez AdriĂĄn, M. (eds) Multiple Perspectives on Second Language Acquisition. Amsterdam: John Benjamins.
  • Llinares GarcĂ­a, A. & Morton, T. (2012). Social perspectives on interaction and language learning in CLIL classrooms. In AlcĂłn Soler, E. & Safont JordĂĄ. P. (eds.) AlcĂłn Soler, E. & Safont JordĂĄ. 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 GarcĂ­a (2011). Content and Language Integrated Learning (CLIL) in Secondary School. In House, S. (ed.) Theory and Practice in English Language Teaching. Barcelona: Grao.
  • Llinares GarcĂ­a, 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 GarcĂ­a, 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 GarcĂ­a, 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. JimĂ©nez CatalĂĄn (eds.) Content and Language Integrated Learning. Evidence from Research in Europe. Multilingual Matters.
  • Llinares GarcĂ­a, 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 GarcĂ­a, A. (2007). Classroom bilingualism at the preschool level: towards a more natural EFL context. In PĂ©rez Vidal, C. et al. (eds) A Portrait of the Young in Multilingual Spain. Clevedon: Multilingual Matters.
  • Llinares GarcĂ­a, 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 GarcĂ­a, A. & J. Romero Trillo (2006). Discourse markers in the EFL classroom. In Carretero, M., Hidalgo Downing, L., Lavid, J., MartĂ­nez Caro, E., Neff, J., PĂ©rez de Ayala, S. y SĂĄnchez-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 GarcĂ­a, A. (2004). La funciĂłn reguladora en el lenguaje de profesores y alumnos en el aula bilingĂŒe en edades tempranas. Bilingualer Unterricht in Spanien und Deutschland, pp. 163-178.
Conference papers
  • Llinares, A. (2021). Multidisciplinary perspectives on integration in CLIL: exploring language and content integrated teaching and assessment. [Invited keynote]. Working CLIL 2021 (online event) – 2nd International Colloquium: a series of workshops and posters on Integration, Innovation and Inclusion in CLIL. University of Porto, Portugal. 26-27.2021.
  • Llinares, A. (2020). Working CLIL 2020 pre-colloquium webinar. [Invited speaker]. University of Porto, Portugal. 26.09.2020.
  • Llinares, A. (2019). Innovation in CLIL: the role of different tasks in enhancing content and language integrated learning. [Invited speaker]. International Conference “CLIL, Learning Technologies, Innovation”. Tuscia university, Viterbo. 20.11.2019.
  • Llinares, A. & Nashaat (2019). Defining in CLIL: a study across subjects and different levels of L2 exposure. AESLA 37. University of Valladolid. 27-29.03.2019.
  • Llinares, A. & Evnitskaya (2019). An SFL-based analytical approach to teachers’ and students’ language use in CLIL classrooms. AESLA 37. University of Valladolid. 27-29.03.2019.
  • Llinares, A. (2019). Addressing content and language integration in classroom interaction. [Invited speaker]. Aston University (Birmingham, UK). 02.02.2019.
  • Llinares, A. (2018). Multiple perspectives on CLIL: Students’ performance, classroom participation and participants’ attitudes and beliefs. [Invited speaker]. University of Basel (Switzerland). 26.10.2018.
  • Llinares, A. & Morton, T. (2018). Opinions versus research: challenging the myths about bilingual education and CLIL. Congreso Bilingualism and interculturality: challenges, limits and solutions (UNED, Madrid).
  • Llinares, A. & Evnitskaya, N. (2018). Classroom registers, appraisal and pedagogical purpose in CLIL classrooms: An SFL-based analytical approach of language use in CLIL classrooms. International Systemic Functional Linguistics Conference, Boston (USA).
  • Llinares, A. (2018). Diversity in CLIL for different age groups and levels. [Invited speaker]. Sophia University, Tokyo (Japan).
  • Llinares, A. (2018). The broadening scope of CLIL in Spain: from improving students’ English competence levels to internationalization at different levels. [Invited round table panellist]. Area studies and plurilingual-multicultural education program international symposium. (University of Waseda, Tokyo, Japan).
  • Llinares, A. (2018). Opportunities and challenges in CLIL: Students’ performance, classroom participation and participants’ perspectives [plenary]. The first J-CLIL chapter Conference (Tohoku University, Japan).
  • Llinares, A. (2018). Mitos y retos en CLIL: motivaciĂłn, competencia acadĂ©mica en las lenguas de instrucciĂłn y prĂĄctica en el aula [plenary]. II Congreso-FĂłrum. PlurilingĂŒismo: Nuevos Horizontes (Albacete, Spain).
  • Nashaat, N. & Llinares, A. (2018). An Analysis of CLIL students’ definitions: differences across fields and languages. XXXVI AESLA, CĂĄdiz (España).
  • Llinares, A. & Morton, T. (2018). Exploring through two languages: students’ expression of academic language in a Spanish/English bilingual programme. LIEMC 18, Dublin (Irlanda).
  • Llinares, A. (2018). Integrating content and language in CLIL classroom interaction. [Invited speaker].Webinar: http://www.educazionedigitale.it/techno-clil-2017/.
  • Llinares, A. (2017). Integrating content and language in CLIL classroom interaction: the role of different tasks and school disciplines. [Invited speaker]. IV WORKSHOP INTERNAZIONALE Senza frontiere: Nuove prospettive di ricerca e intervento nell’insegnamento/apprendimento delle lingue. UniversitĂ  degli Studi di Salerno.
  • Llinares, A. (2017). Classroom interaction in CLIL primary school classrooms: research insights to inform successful pedagogy. [Invited plenary]. CLIL for Primary English Education Conference. NCKU Foreign Language Center, Tainan, Taiwan.
  • Llinares, A & McCabe, A. (2017). Simposio Innovations in multilingual education: systemic functional linguistic approaches to content and language integrated learning. [Introduction and conclusion]. AILA conference, RĂ­o de Janeiro (Brasil).
  • Somers, T & Llinares, A. (2017). CLIL students’ motivation towards learning academic subjects in English: the role of individual factors (CLIL ReN Symposium). AILA conference, RĂ­o de Janeiro (Brasil).
  • Llinares, A. (2017). The transition from primary to secondary in bilingual education in the Comunidad de Madrid: insights from the UAM-CLIL research group. [Invited speaker]. I international conference for professionals in bilingual education. Magister/Universidad Francisco de Vitoria.
  • Llinares, A. (2017). Exploring content and language integration in CLIL: students’ performance, classroom practices and participant perspectives. [Invited plenary]. CLIL I international seminar: present and future developments in multilingual environments. Universidad PolitĂ©cnica de Valencia.
  • Nashaat, N. & Llinares, A. (2017). “An ecosystem is
”: an analysis of CLIL students’ definitions in English and Spanish. AESLA, JaĂ©n.
  • Llinares, A. (2017). Integrating in interaction in CLIL classrooms. [Invited speaker]. SOLIFIC, Sophia University, Tokyo, JapĂłn.
  • Llinares, A. (2017). Systemic functional approaches to CLIL. [Invited speaker]. SOLIFIC, Sophia University, Tokyo, JapĂłn.
  • Llinares, A. (2017). Systemic functional approaches to CLIL. [Invited speaker]. CLER, Sophia University, Tokyo, JapĂłn.
  • Llinares, A. (2017). Integrating in interaction in CLIL classrooms. [Invited speaker]. CLER, Sophia University, Tokyo, JapĂłn.
  • Llinares, A. (2017). Learner-centred activities in CLIL. [Invited speaker]. CLER, Sophia University, Tokyo, JapĂłn.
  • Llinares, A. & Evnitskaya, N. (2017). An SFL contrastive analysis of teacher talk when teaching the same subject in Spanish and English. 27th European Systemic Functional Linguistics Conference, Universidad de Salamanca.
  • Dalton-Puffer, C & Llinares, A. (2016). Expressing ‘voice’ in a foreign language across content-subject tasks. “Social-semiotic and functional approaches to language and content integration in bilingual/multilingual education” [Invited symposium]. Sixth International Conference on Immersion and Dual Language Education: Connecting Research and Practice Across Contexts. University of Minnesota, US.
  • Llinares, A. & Morton, T. (2016). Combining systemic functional linguistics and cognitive discourse functions in analysing upper primary learners’ expression of science and history content in L2 English. “Social-semiotic and functional approaches to language and content integration in bilingual/multilingual education” [Invited symposium]. Sixth International Conference on Immersion and Dual Language Education: Connecting Research and Practice Across Contexts. University of Minnesota, US.
  • Llinares, A. (2016). Presentation of experiences of project coordinators from the A4U (organizaciĂłn de mesa redonda). EMI forum (UAM). Madrid, España.
  • Somers, T., FernĂĄndez, M , Hidalgo, E. & Llinares, A. (2016). Streaming into low- and high-immersion tracks in bilingual secondary schools in Madrid: students’ perspectives. International conference on bilingualism in education. Bangor, Gran Bretaña.
  • Lorenzo, F. & Llinares, A. (2016). CLIL, CBI & immersion: exploring the synergies and boundaries of multilingual education. Sociolinguistics Symposium. Murcia, España.
  • Somers, T. & Llinares, A. (2016). The transition from primary to secondary in bilingual education: students’ motivation towards learning subjects through English. AESLA. Alicante, España.
  • Llinares, A. & Walsh, S. (2016). Which English, Whose English? Target varieties of English and language choice. AESLA. Alicante, España.
  • Llinares, A. (2016). Integration in CLIL: more than content and language [Invited speaker]. Universidad de Extremadura, España.
  • Llinares, A. (2015). Interaction and CLIL: where research meets practice. [Invited workshop]. 50th RELC international conference. Singapore.
  • Llinares, A. (2015). Research approaches to content and language integration in CLIL and bilingual education. Invited speaker. Seminario en lingĂŒĂ­stica inglesa aplicada. UNED.
  • Llinares, A. y Whittaker, R. (2015). Expressing attitude and voice in a foreign language: using corpora from bilingual schools. Invited speaker. Seminario “Tratamiento automĂĄtico de la subjetividad en la lengua”. UAM, Madrid.
  • Llinares, A. y Dalton-Puffer, C. (2015). Expressing ‘voice’ in a foreign language across tasks: challenges and opportunities for CLIL students. TBLT conference. Lovaina, BĂ©lgica.
  • Llinares, A. (2015). Integrating in Interaction. Invited speaker. Jornadas para mejora de la competencia plurilingĂŒe en la escuela. Palma de Mallorca.
  • Pastrana, A., Llinares, A. y Pascual, I. (2015). Using language for knowledge construction in CLIL and L1 group work activities. AESLA. Madrid.
  • Llinares, A. (2015). Exploring integration in CLIL. Invited speaker. 50th RELC international conference. Singapore.
  • Llinares, A. (2014). Understanding integration in CLIL. Invited speaker. Seminario: To CLIL or not to CLIL. Resultados y Reflexiones sobre prĂĄcticas BilingĂŒes en EducaciĂłn Primaria y Secundaria. Logroño, España.
  • Llinares, A. (2014). Learning how to mean in child foreign language learning classrooms. Invited speaker. International conference on child foreign language acquisition. Vitoria, España.
  • Llinares, A. y Nikula, T. (2014). Teachers’ and students’ evaluative practices in CLIL whole-class discussions: a study across European contexts. Invited speaker. Symposium “CLIL as a catalyst for research cooperation in Europe and Beyond” AILA 2014. Brisbane, Australia.
  • Llinares, A. y Dalton-Puffer, C. (2014). CLIL students’ evaluative language in non-teacher-fronted activities. Invited speaker. Symposium “CLIL as a catalyst for research cooperation in Europe and Beyond”. AILA 2014. Brisbane, Australia.
  • Lyster, R. y Llinares, A. (2014). A comparison of corrective feedback patterns in CLIL and immersion classrooms. Invited speaker. Symposium “CLIL as a catalyst for research cooperation in Europe and Beyond”. AILA 2014. Brisbane, Australia.
  • Llinares, A. (2014). Symposium “Content and language integration in Swedish schools”. Discussant. AILA 2014. Brisbane, Australia.
  • Llinares, A. (2014). Colloquium “Bi/multilingualism: Language boundaries and language learning in multilingual education”. Discussant. Sociolinguistics Symposium. JyvĂ€skylĂ€ (Finlandia).
  • Llinares, A. y Nikula, T. (2014). The language of evaluation in the CLIL classroom: integrating SFL and pragmatic approaches. In colloquium “Sociolinguistics of language education: interrogating integration-content and language in CLIL”. Sociolinguistics Sympoosium. JyvĂ€skylĂ€ (Finlandia).
  • Morton, T. & Llinares, A. (2014). The interpersonal function of language as an index of content achievement in CLIL: a longitudinal corpus study. CLIL research network seminar. Sevilla (España).
  • Dalton-Puffer, C. & Llinares, A. (2014). Task-based learning as a catalyst for CLIL students’ use of interpersonal language. AESLA. Sevilla (España).
  • Dalton-Puffer, C. & Llinares, A. (2013). The role of different tasks in CLIL students’ use of evaluative language. Task-based language learning conference. Banff (Canada).
  • Llinares, A. (2013). The roles of interaction in the CLIL classroom. Invited speaker. Getxolinguae, Getxo (Bilbao).
  • Llinares, A. & Nikula, T. (2013). SFL and pragmatic approaches to evaluative practices in CLIL classroom discourse. ALP-CLIL conference, UAM (Miraflores de la Sierra).
  • Nashaat, N. & Llinares, A. (2013). CLIL students’ pragmatic performance in naturalistic and elicitation tasks. AESLA, Tenerife.
  • Llinares, A. Whittaker, R., McCabe, A. & Morton, T. (2013). The language of evaluation in CLIL students’ written and spoken performance: a longitudinal study in secondary education. AESLA, Tenerife.
  • McCabe, A., Llinares, A. Whittaker, R. & Morton, T. (2013). Longitudinal Study of Two CLIL Classrooms in Spain: Results from Written and Spoken Data. CLIL ReN, UstrĂłn.
  • Llinares, A. (2013). The different roles of language in CLIL. [Invited speaker]. ConCLIL project seminar. University of JyvĂ€skylĂ€ (Finlandia).
  • Llinares, A. (2012). The role of Interpersonal language in CLIL. [Invited speaker]. ConCLIL project seminar. University of JyvĂ€skylĂ€ (Finlandia).
  • Llinares, A. (2012). The challenge of “integrating” in CLIL. Invited speaker. II Foro Nebrija en Enseñanza BilingĂŒe. Universidad de Nebrija.
  • Llinares, A. & Morton, T. (2012). Students’ use of appraisal in Content and Language Integrated classrooms. ESFL conference, University of Bologna.
  • Llinares, A., Morton, T. & Whittaker, R. (2012). The Roles of Language in CLIL. CLIL 2012 conference University of Utrecht.
  • Llinares, A. (2012). Evaluative language in CLIL students’ speaking and writing performance: a study across European contexts. CLIL 2012 conference, University of Utrecht.
  • Morton, T, Llinares, A., Dalton-Puffer, C. & Nikula, T. (2012). Teacher evaluative practices in Content and Language Integrated classrooms. AAAL Conference, Boston (US).
  • Llinares, A. (2011). Young learners’ pragmatic development in EFL and CLIL classrooms. IPRA Conference, University of Manchester (UK).
  • Llinares, A. (2011). Los distintos roles de la interacciĂłn en el aula bilingĂŒe. Invited speaker. El aprendizaje de lenguas extranjeras desde una perspectiva plurilingĂŒe, Universidad Complutense de Madrid.
  • Pascual, I. & Llinares, A. (2011). Longitudinal analysis of students’ responses to teachers’ questions in Content and Language Integrated Learning classrooms. II Congreso Internacional sobre Enseñanza BilingĂŒe en Centros Educativos, Universidad Rey Juan Carlos, Madrid (España).
  • Pastrana, A. & Llinares, A. (2011). Language use and identities in the CLIL classroom. II Congreso Internacional sobre Enseñanza BilingĂŒe en Centros Educativos, Universidad Rey Juan Carlos, Madrid (España).
  • Morton, T. & Llinares, A. (2011). CLIL with attitude: negotiating evaluative meanings in classroom interaction in L2-mediated academic content learning. International Conference “Classroom-oriented research: Achievements and challenges”, Department of English Studies, Faculty of Pedagogy and Fine Arts. Adam Mickiewicz University, Kalisz (Polonia).
  • Llinares, A. & Morton, T. (2011). Evaluative language in Content and Language Integrated classrooms: a comparative study of activity types in three European contexts. INT-EVAL: International workshop on the evaluative function of language. Universidad Nacional de EducaciĂłn a Distancia (UNED). Madrid (España).
  • Pascual, I. & LLinares, A. (2011). Teachers’ types of questions and their effect on students’ performance in bilingual contexts. 44th Annual Meeting of the British Association for Applied Linguistics (BAAL). Bristol (Gran Bretaña).
  • Llinares, A., Morton, T., Dalton-Puffer, C. & Nikula, T. (2011). Evaluative language in Content and Language Integrated classrooms: a comparative study across contexts. The 16th World Congress of Applied Linguistics (AILA 2011). Beijing Foreign Studies University, Beijing (China).
  • Pascual, I. & Llinares, A. (2011). Teachers’ questions and history genres in content and language integrated classes. ISFC38, International Systemic Functional Linguistics. University of Lisbon (Portugal).
  • Llinares, A. & R. Whittaker (2010). Focusing on language in content teaching: the UAM-CLIL project. Congreso Internacional de Enseñanza BilingĂŒe. Universidad Rey Juan Carlos (Madrid).
  • Dafouz, E. & A. Llinares (2010). CLIL across contexts: A scaffolding framework for CLIL teacher education. Congreso Internacional de Enseñanza BilingĂŒe. Universidad Rey Juan Carlos (Madrid).
  • Llinares, A. (2010). Systemic-functional approaches to second language acquisition in EFL and CLIL contexts. [Invited plenary]. Multiple Perspectivas on Second Language Acquisition. Universidad del PaĂ­s Vasco (Vitoria).
  • Llinares, A. & R. Whittaker (2010). A longitudinal study of CLIL students’ written and spoken language in history topics studied in English. ELIA XI. Universidad de Sevilla.
  • Pascual, I. & A. Llinares (2010). A study of CLIL teachers’ questions in secondary education: typologies and development. ELIA XI. Universidad de Sevilla.
  • Llinares, A. & T. Morton (2010). CLIL as a Context for the Development of Interpersonal Language. American Association of Applied Linguistics. Atlanta (Estados Unidos).
  • Whittaker, R. Llinares, A., & A. McCabe (2010). Written discourse development in CLIL in Spain. American Association of Applied Linguistics. Atlanta (Estados Unidos).
  • Morton, T. & A. Llinares (2010). Explanation Sequences in Secondary CLIL History. IVACS Symposium. Universidad de Leeds (Reino Unido).
  • Llinares, A. & R. Whittaker (2009). Integrating the learning of language and the learning of content in CLIL classes: the UAM-CLIL project. [Invited plenary]. III Encuentro sobre Semi-InmersiĂłn en Catalunya-I Mesa Redonda Internacional sobre Programas AICLE. Universidad AutĂłnoma de Barcelona.
  • Dafouz, E., Llinares, A. & T. Morton (2009). CLIL across contexts: a scaffolding framework for CLIL teacher education. CLIL ReN Simposio. Universidad AutĂłnoma de Madrid (Miraflores de la Sierra).
  • McCabe, A. Whittaker, R. & A. Llinares (2009). Development of participant identification and tracking in Spanish learner discourse in a CLIL context. Euro-International Systemic Functional Linguistics Conference. Universidad de Cardiff (Reino Unido).
  • Llinares, A. & R. Whittaker (2009). Creating spoken and written texts in secondary CLIL classrooms: insights from the UAM-CLIL project. Congreso Internacional de AESLA. Universidad de Castilla La Mancha.
  • Llinares, A. (2009). Speaking “naturally” in the foreign language class: A functional analysis of young learners’ spoken discourse. [Invited plenary]. III International Seminar on Applied Linguistics: “Discourse and Language Learning in Different Contexts”. Universidad Jaume I (CastellĂłn de la Plana).
  • Llinares, A., McCabe, A. & R. Whittaker (2008). Students’ oral and written representation of content in CLIL history classes. CLIL Fusion. Multilingual Mindsets in a Multicultural World. Tallin (Estonia).
  • Llinares, A. & R. Whittaker (2008). Writing and speaking in the history class: data from CLIL and first language contexts. XV World Conference of Applied Linguistics. CLIL ReN: Content and Language Integrated Learning and immersion classrooms: Applied Linguistics Perspectives. Universidad de Essen-Duisburg (Alemania).
  • McCabe, A. Whittaker, R. and A. Llinares (2008). Introducing and tracking participants in CLIL history classes: creating interaction, creating text. Euro-International Systemic Functional Linguistics Conference. Universidad de Helsinki (Finlandia).
  • Whittaker, R. & Llinares GarcĂ­a, A. (2008). Whole-class discussions in CLIL and mother-tongue history classrooms: a comparison of spoken productions by students and teachers. XXVI Congreso de AESLA. Universidad de AlmerĂ­a.
  • Whittaker, R. & Llinares GarcĂ­a, A. (2007). “The language used in CLIL classes of history: a comparison of register features”. European Systemic Functional Linguistics Conference. Universidad de Odense (Dinamarca).
  • Llinares GarcĂ­a, A. & Whittaker, R. (2007). “Learners and teachers’ language use in CLIL geography and history classes: a systemic-functional approach”. CLIL Symposium. Universidad de Viena (Austria).
  • Llinares GarcĂ­a, A., Dafouz, E. & Whittaker, R. (2007). “Learning English as a foreign language in CLIL contexts: linguistic features of the written and spoken production of secondary school learners of geography and history”. AESLA. Universidad de Murcia.
  • Llinares GarcĂ­a, A. & FernĂĄndez Rivero, M. (2007). “El aprendizaje integrado del inglĂ©s & la asignatura de geografĂ­a e historia en EducaciĂłn Secundaria”. La enseñanza integrada de contenidos curriculares & una lengua extranjera: claves para una implementaciĂłn eficaz en los distintos niveles educativos. Universidad Complutense de Madrid.
  • Llinares GarcĂ­a, A. (2006). “La enseñanza integrada del inglĂ©s & las ciencias sociales”. [Invited plenary]. IntegraciĂłn de lengua & contenidos en centros bilingĂŒes: modelos & aplicaciones. Universidad Pablo de Olavide de Sevilla.
  • Llinares GarcĂ­a, A. & R. Whittaker (2006). “Register differences in EFL learners’ written and spoken texts: an early introduction into the language of the disciplines”. European Systemic Functional Linguistics Workshop. Universidad de Trieste (Italia).
  • Llinares GarcĂ­a, A., Dafouz Milne, E. & Whittaker, R. (2006). “The written language produced by Spanish learners of geography and history in two types of CLIL contexts”. CLIL 2006 conference. Helsinki (Finlandia).
  • Llinares GarcĂ­a, A. (2005). “Content and Language Integrated Learning”. [Invited plenary]. European Language Label 2005. Cracovia (Polonia).
  • Llinares GarcĂ­a, A. (2005). “Teaching English through a Content-based Curriculum to Children”. La Enseñanza Integrada de Contenidos Curriculares & Lengua Extranjera. Universidad Complutense de Madrid.
  • Llinares GarcĂ­a, A. (2005). “Focus Group: Pre-primary and Primary”. [Roundtable moderator].
  • The Changing European Classroom (CLIL). ComisiĂłn Europea (Luxemburgo).
  • Llinares GarcĂ­a, A. (2004). “The bilingual classroom at an early age: a natural or an artificial learning context?”. International Symposium on Content and Language Integrated Learning. CES Felipe II (UCM), Aranjuez.