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Ana Llinares


PRESENTATIONS

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).