XIII UAM-CLIL Research Seminar with Angel Lin & Pedro dos Santos (Simon Fraser University, Canada), Natalia Evnitskaya (Universitat Catalunya), and Elisa Hidalgo McCabe (Universidad Pontificia Comillas Madrid).
UAM-CLIL research group
AILA CLIL ReN: “CLIL and Subject Literacies” (19 February 2021, 2-3pm CET, online event)
Moderated by Ana Llinares (Universidad Autónoma de Madrid, Spain; AILA CLIL-REN Co-convenor), this cafe will feature panelists Emma Dafouz (Complutense University of Madrid, Spain), Julia Huettner (University of Vienna, Austria), and Yuen Yi Lo (University of Hong Kong, Hong Kong). REGISTRATION REQUIRED.
Current research project: “LongAd-CLIL” (2019-2021)
CLICK HERE to read all about our ongoing research project
Professional development: “CLIL methodology and evaluation tools” (2020-2021)
One of the key competences in education, and more specifically in bilingual education, is evaluation: what and how to evaluate. One of the most important challenges for CLIL teachers (who teach content through English) is whether and how they should…
Read More Professional development: “CLIL methodology and evaluation tools” (2020-2021)
“Creation of tools to evaluate academic linguistic competence in History, Plastic Education, Natural Sciences, Spanish Language and English” (2019-2020)
One of the key competences in education, and more specifically in bilingual education, is evaluation: what and how to evaluate. One of the most important challenges for CLIL teachers (who teach content through English) is whether and how they should…
Systemic Functional Linguistics: A social-semiotic approach to content and language integrated learning in bilingual/multilingual educations.
Special issue of the International Journal of Bilingual Education and Bilingualism. Edited by Ana Llinares & Anne McCabe (2020). Table of contents Systemic functional linguistics: the perfect match for content and language integrated learningAna Llinares & Anne McCabe Documenting language…
Writing on history in a Content and Language Integrated Learning (CLIL) context: Development of grammatical metaphor as evidence of language learning
Rachel Whittaker, Anne McCabe. In: Machón, R.M. (Ed.) Writing and Language Learning: Advancing Research Agendas. Amsterdam: John Benjamins. Year of publication: 2020 In this chapter we attempt to answer Manchón and Williams’ (2016, p. 580) question as to “how language and…
Afterword: SFL, theoretical pluralism and content and language integration at the levels of curriculum, pedagogy and assessment
Tom Morton. In: International Journal of Bilingual Education and Bilingualism. Year of publication: 2020 This article is an afterword to the special issue on social-semiotic and systemic functional approaches to content and language-integrated learning in bilingual/multilingual education. It provides a…
Cognitive discourse functions in CLIL classrooms: eliciting and analysing students’ oral categorizations in science and history
Natalia Evnitskaya, Christiane Dalton-Puffer. In: International Journal of Bilingual Education and Bilingualism. Year of publication: 2020 Embedded in a Systemic Functional understanding of education as an initiation into knowledge structures and specific activities, both of which are fundamentally mediated by…
Expressing evaluation across disciplines in primary and secondary CLIL writing: a longitudinal study
Rachel Whittaker, Anne McCabe. In: International Journal of Bilingual Education and Bilingualism. Year of publication: 2020 The construct of cognitive discourse functions (CDFs) has been proposed as a bridge between linguists and educationalists, linking ‘subject specific cognitive learning goals with…
