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Ana Llinares


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).

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. & 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. & 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.

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.

Nikula, T., Dalton-Puffer, C. & Llinares, A. (2013). CLIL classroom discourse. Journal of Immersion and Content-Based Language Education, 1:1, 70-100.

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.

Llinares, A, Morton, T. & Whittaker, R. (2012). The roles of language in CLIL. Cambridge University Press.

Whittaker, R., Llinares, A. & McCabe, A. (2011). Written discourse development in CLIL at secondary school. Language Teaching Research 15/3 (343-362).

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. (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.

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.

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.

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.

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 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, 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. (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. 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. , 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. (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.

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. (2006). A pragmatic analysis of children’s interlanguage in EFL preschool contexts. Intercultural Pragmatics, 3-2. 171-193.

Dafouz Milne, E. & A. Llinares García (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.

Llinares García, A. (2005). An Introduction to Pragmatics. Social Action for Language Teachers. Virginia LoCastro. Michigan: The University of Michigan Press, 2003. Pp. Xi+366. Intercultural Pragmatics, 2-2. 209-216.

Romero Trillo, J. & A. Llinares García (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.

Llinares García, A. (2004). La interacción lingüística en el aula de segundas lenguas en edades tempranas: análisis de un corpus desde una perspectiva funcional. Premios Nacionales de Investigación Educativa 2002, 265-296. MEC.

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).

Llinares García, A. (2001). The realisation of the heuristic function of language in classroom conversations: A comparative study on native and non-native five-year-old children. Recent Perspectives on Discourse (formato CD). Universidad de León.

Romero Trillo, J. & A.Llinares García (2001). Communicative constraints in native/non-native pre-school settings. International Journal of Corpus Linguistics, 6/1, 27-46.

Llinares García, A. & J. Romero Trillo (2001). A corpus driven analysis of communicative discourse functions in classroom contexts. Trabajos en Lingüística Aplicada, 575-584. Univerbook.

Llinares García, A. & J. Romero Trillo (2001). Duration and information structure in unmarked tonicity: the case of reporting clauses in tales read aloud to children. La Lingüística Aplicada a Finales del Siglo XX, Vol. 2, 563-567. Universidad de Alcalá de Henares.

Llinares García, A. (2000). An analysis of the problems Magisterio students of English have when reading texts in English Indivisa. Boletín de Estudios e Investigación, Vol. 1, 181-189.

Llinares García, A. (1999). Estudio de las estrategias de aprendizaje que perciben y fomentan en sus alumnos algunos maestros de inglés en Educación Primaria. Essays in English Language Teaching. A Review of the Communicative Approach, 227-252. Universidad de Oviedo.