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Natalia Evnitskaya


PUBLICATIONS

Evnitskaya, N. (in preparation). In S. Kunitz, O. Sert & N. Markee (eds.), Emerging Issues in CA. Springer.

Evnitskaya, N. & Nashaat, N. (in preparation). In U. Lanvers (ed.), The Englishisation of Education in Europe in Public Discourses: Critical Discourse Approaches. Amsterdam: John Benjamins.

Morton, T. & Evnitskaya, N. (in preparation). In A. Filipi & N. Markee (eds.), Capturing transitions in the second language classroom: A focus on language alternation practices. Amsterdam: John Benjamins.

Evnitskaya, N. (in revision). Politeness, Systemic Functional Linguistics and Multimodal Conversation Analysis. Bridging concepts and research. Applied Linguistics.

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.

Evnitskaya, N. & Escobar Urmeneta, C. (2013). ‘What is harmful?’: La construcción interactiva de las explicaciones en un aula AICLE de ciencias [‘What is harmful?’: The interactive construction of explanations in one CLIL science classroom]. Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas Extra volume 2013: 1160-1164.

Evnitskaya, N. & Aceros, J.C. (2013). Enfoque y metodología en las aulas biligües. Metodología CLIL [Approach and methodology in bilingual classrooms. CLIL methodology]. Online teaching materials designed for Cenoposiciones (http://cursos.cenhomologados.com/).

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). Conversation Analysis for Second Language Acquisition and beyond: An interview with Numa P. Markee. Bellaterra Journal of Teaching & Learning Language & Literature (BJTLLL) 5(3): 57-65.

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.

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., Garrido, M.R., Moore, E. & Wilson, A. (2011). Talking Languages. Online teaching materials designed for Campus Ítaca (http://itacatalk.wikispaces.com/).

Canet Pladevall, R. & Evnitskaya, N. (2011). Rethink, Rewrite, Remake or Learning to Teach Science Through English. In Escobar Urmeneta, C., Evnitskaya, N., Moore, E. & Patiño, A. (eds.), AICLE – CLIL – EMILE. Educació plurilingüe: Experiencias, research & polítiques, pp. 167-177. Bellaterra: Servei de Publicacions de la Universitat Autònoma de Barcelona.

Escobar Urmeneta, C. & Evnitskaya, N. (2011). La corrección de ejercicios es una buena ocasión para aprender ciencias e inglés. True or false? Conversaciones de clase exitosas en contextos “AICLE” [Exercise revision is a good occasion to learn science and English. Tru or false? Successful classroom conversations in CLIL contexts]. In M.P. Núñez Delgado & J. Rienda (coords.), La investigación en didáctica de la lengua y la literatura: Situación actual y perspectivas de futuro. Proceedings of the XII SEDLL International Conference, pp. 2047-2060. Granada: Sociedad Española de Didáctica de la Lengua y la Literatura (SEDLL).

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. (2008). El contrato didáctico entre estudiantes: análisis del trabajo en parejas en el aula de Aprendizaje Integrado de Contenidos y Lengua (AICLE) [Didactica contract between students: The analysis of group work in CLIL classrooms]. In El valor de la diversidad [meta] lingüística. Proceedings of the VIII Congress on General Linguistics (25-28 June, 2008). Madrid: Universidad Autónoma de Madrid. CD-ROM format.

Evnitskaya, N. (2008). Analyzing complexity in FL monologic oral production in a CLIL context. Unpublished M.A. thesis. Universitat Autònoma de Barcelona.

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.