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Natalia Evnitskaya


natalia_evnitskayaPostdoctoral research fellow

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

natalia.evnitskaya@uam.es

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Current research
I’m currently carrying out research on im/politeness and facework in peer interaction in CLIL primary, secondary and tertiary classrooms from systemic-functional linguistics and multimodal conversation analysis perspectives.

Funding organization: Spanish Ministry of Economy and Competitiveness (MINECO). Grant to collaborate with UAM-CLIL research group in the development of its research line on CLIL (ref. FPDI-2013-18840). 01.2015 – present.


Research areas
CLIL classroom interaction; content and language learning; classroom interactional competence (CIC); im/politeness in group work; L2 and CLIL teacher education; multimodality; Conversation Analysis; Systemic Functional Linguistics.

Teaching areas
SLA; EFL teaching and learning; pragmatics; writing; EFL and CLIL classroom interaction; EFL teacher education; Conversation Analysis.


Selected publications

  • Evnitskaya, N. & Berger, E. (forthcoming, 2017). L2 learners’ multimodal displays of participation and interactional competence in the classroom. Classroom Discourse.
  • Evnitskaya, N. & Jakonen, T. (forthcoming, 2017). Multimodal Conversation Analysis and CLIL classroom practices. In A. Llinares & T. Morton (eds.), Applied Linguistics Perspectives on CLIL. Amsterdam: John Benjamins.
  • Torras Vila, B. & Evnitskaya, N. (forthcoming, 2017). Estudiar educació primària en anglès: Factors sociolingüístics influents en l’elecció del grau per part dels futurs mestres [Studying primary education in English: Sociolinguistic factors behind future teachers’ choice of BA degree]. Temps d’Educació. Special issue ‘Formem mestres trilingües per una societat cosmopolita. El projecte GUIDEWAY’ [Educating multilingual primary teachers for a cosmopolitan society. The GUIDIEWAY project].
  • Escobar Urmeneta, C. & Evnitskaya, N. (2014). ‘Do you know Actimel?’ The Adaptive Nature of Dialogic Teacher-led Discussions in the CLIL Science classroom: A Case Study. Language Learning Journal 42(2): 165-180.
  • Escobar Urmeneta, C. & Evnitskaya, N. (2013). Affording Students Opportunities for the Integrated Learning of Content and Language. A Contrastive Study on Classroom Interactional Strategies Deployed by Two CLIL Teachers. In Arnau, J. (ed.), Reviving Catalan at School: Challenges and Instructional Approaches, pp. 159-183. Bristol: Multilingual Matters.
  • Evnitskaya, N. (2012). Talking science in a second language: The interactional co-construction of dialogic explanations in the CLIL science classroom. Unpublished Doctoral Dissertation. Universitat Autònoma de Barcelona.
  • Escobar Urmeneta, C., Evnitskaya, N., Moore, E. & Patiño, A. (eds.) (2011). AICLE – CLIL – EMILE. Educació plurilingüe: Experiencias, research & polítiques. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona.
  • Evnitskaya, N. (ed.) (2011). Special issue on CLIL/AICLE. Bellaterra Journal of Teaching & Learning Language & Literature (BJTLLL), 4/2: 1-106.
  • Evnitskaya, N. & Morton T. (2011). Knowledge construction, meaning-making and interaction in CLIL science classroom communities of practice. Language and Education 25(2): 109-127.
  • Evnitskaya, N. & Aceros, J.C. (2008). ‘We are a good team’: El contrato didáctico en parejas de aprendices de lengua extranjera [‘We are a good team’: The didactic contract in among foreign language learners]. Revista Española de Lingüística Aplicada 21: 45-70.