Ana Llinares

Associate professor

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

ana.llinares@uam.es

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), pp. 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), pp. 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.
  • 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. & 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. Vol 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 García, A. & R. Whittaker (2006). Oral and written production in social science. Vienna English Working Papers, 15 (vol. 3), 28-32.
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.256, pp. 173 – 204. Peter Lang.
  • Llinares, A. (2017) Learning how to mean in primary school CLIL classrooms. In García Mayo, M.P. (Ed.). Learning foreign languages in primary school. Research insights Bristol: Multilingual Matters (69-85).
  • 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. & A. Llinares García (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. Frankfurt: Peter Lang. 227-236.
  • 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, 163-178. Walter Frey.
  • Llinares García, A. (2002). Robinson, P. (ed) (2002) Individual Differences and Instructed Language Learning. John Benjamins. Linguist (Ref. 14.194).
Conference papers

  • Llinares, A. (2016). Presentation of experiences of project coordinators from the A4U (organización de mesa redonda). EMI forum (UAM). Madrid, España.
  • Somers, T., Fernández, 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. (2015). Research approaches to content and language integration in CLIL and bilingual education. Invited speaker. Seminario en lingüística 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 automático 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, Bélgica.
  • Llinares, A. (2015). Integrating in Interaction. Invited speaker. Jornadas para mejora de la competencia plurilingüe 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 prácticas Bilingües en Educación 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. Jyväskylä (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. Jyväskylä (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, Ustrón.
  • Llinares, A. (2012). The challenge of “integrating” in CLIL. Invited speaker. II Foro Nebrija en Enseñanza Bilingüe. 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 interacción en el aula bilingüe. Invited speaker. El aprendizaje de lenguas extranjeras desde una perspectiva plurilingüe, 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 Bilingüe 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 Bilingüe 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 Educación 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).