UAM-CLIL research group

Publications

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Books
  • Llinares, A. & Morton, T. (Eds). (2017). Applied Linguistics Perspectives on CLIL. Amsterdam: John Benjamins. doi:10.1075/lllt.47
  • Llinares, A., Morton, T. & Whittaker, R. (2012). The roles of language in CLIL. Cambridge: Cambridge University Press.
Journal articles
  • Llinares, A., Morton, T., & Nashaat-Sobhy, N. (2025). An analysis of presence in CLIL students’ writing when defining and exploring in science. Journal of Research in Applied Linguistics, 16(2), 115–132. https://doi.org/10.22055/rals.2025.50266.3612
  • Nashaat-Sobhy, N., Mestre-Mestre, E. M., & MacDonald, P. (2025). A review of a decade of scaffolding practices for learning in CLIL science classrooms. Journal of Immersion and Content-Based Language Education, 13(2), 216–247. https://doi.org/10.1075/jicb.23010.nas
  • Ortega-Robles, C. & Hidalgo-Tenorio, E. (2025). They really, really, really don’t like to admit they made mistakes: A critical discourse analysis of appraisal in wrongful convictions. Language and Cognition, 17. doi:10.1017/langcog.2024.41.
  • Tompkins, L. (2025). Beyond the facts: Evaluative language use in secondary CLIL History. Journal of Research in Applied Linguistics, 16(2), 133–147. https://doi.org/10.22055/rals.2025.49979.3558
  • Hidalgo-McCabe, E., & Tompkins, L. (2024). La educación bilingüe en los medios de comunicación: Abordando la controversia en Madrid. Revista De Educación, 1(403), 203–230. https://doi.org/10.4438/1988-592X-RE-2024-403-609
  • Morton, T., & Nashaat-Sobhy, N. (2024). Exploring bases of achievement in content and language integrated assessment in a bilingual education program. TESOL Quarterly, 58(1), 5–31. https://doi.org/10.1002/tesq.3207
  • Pittas, E., & Tompkins, L. (2024). A systematic review of student learning outcomes in CLIL in LOTE. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1447270
  • Nashaat-Sobhy, N., & Llinares, A. (2023). CLIL students’ definitions of historical terms. International Journal of Bilingual Education and Bilingualism, 26(3), 331–334. https://doi.org/10.1080/13670050.2020.1798868
  • Llinares, A., & Nashaat-Sobhy, N. (2023). CLIL students’ academic language performance on a non-curricular topic: A comparison between high-exposure and low-exposure groups. English Teaching & Learning, 47(3), 337–358. https://doi.org/10.1007/s42321-023-00151-y
  • Hope, A. (2022). What happens to thought in a cyborg body?: On Brain ships, embodiment and posthuman gest. Textual Practice, 37(11), 1827–1841. https://doi.org/10.1080/0950236X.2022.2150292
  • Tompkins, F. L. (2022). Socioeconomic status, English exposure and CLIL motivation in high and low exposure CLIL groups. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 5(1), 41–52. https://doi.org/10.5565/rev/clil.67
  • Llinares, A., & Nashaat-Sobhy, N. (2021). What is an ecosystem? Defining science in primary school CLIL contexts. Language Teaching for Young Learners, 3(2), 337–362. https://doi.org/10.1075/ltyl.20010.lli
  • Hope, A. (2020). Figuring out Benjamin’s ‘Angel of History’: ‘Reading’, Angelus Novus and Sublime Metaphor. Textual Practice, 34(6), 995–1020. https://doi.org/10.1080/0950236X.2019.1586755
  • Ramis-Conde, I., & Hope, A. (2020). Training teachers in maintaining equity in the micro-moments of a mathematical dialogue. Teaching and Teacher Education, 87, 102924. https://doi.org/10.1016/j.tate.2019.102924
  • Hope, A. (2019). Traumatic Memory and the Ethical, Political and Transhistorical Functions of Literature [Review of the book *Traumatic Memory and the Ethical, Political and Transhistorical Functions of Literature*, edited by S. Onega, C. del Río, & M. Escudero-Alías]. Miscelánea: A Journal of English and American Studies, 60, 171–176. https://www.unav.edu/publicaciones/revista-miscelanea/numero-60.html
  • Llinares, A. (2018). Classroom Interaction in CLIL Primary School Classrooms: Research Insights to Inform Successful Pedagogy. English as a Global Language Education (EaGLE) Journal, 3(1), 39-61.
  • Llinares, A. (2018). Bilingües no es hablar como nativos. La Vanguardia. La Vanguardia Ediciones S.L.
  • Morton, T. (2018). Reconceptualizing and describing teachers’ knowledge of language for content and language integrated learning (CLIL). International Journal of Bilingual Education and Bilingualism, 21(3), 275-286. https://doi.org/10.1080/13670050.2017.1383352 (Q1 SJR)
  • Morton, T., & Llinares, A. (2018). 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, 21(4), 496–508. https://doi.org/10.1080/13670050.2016.1192101 (Q1)
  • Nashaat-Sobhy, N. (2018). Pragmatics in CLIL. Revista Española de Lingüística Aplicada / Spanish Journal of Applied Linguistics, 31(2), 467–494. https://doi.org/10.1075/resla.16040.nas
  • Pastrana, A., Llinares, A., & Pascual, I. (2018). Students’ language use for co-construction of knowledge in CLIL group-work activities: a comparison with L1 settings. Zeitschrift für Erziehungswissenschaft, 21(1), 49–70. https://doi.org/10.1007/s11618-017-0802-y
  • Somers, T. & Llinares, A. (2018). Students’ motivation for Content and Language Integrated Learning and the role of programme intensity. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2018.1517722 (Q1 SJR)
  • Somers, T. (2017). Content and Language Integrated Learning and the inclusion of immigrant minority language students: A research review. International Review of Education, 63(4), 409–430. https://doi.org/10.1007/s11159-017-9651-4
  • McCabe, A., & Hidalgo, E. (2016). Managing learner identity for engaging learning. Selected Papers 2014-2015 TESOL-SPAIN, 230–242.
  • Morton, T. (2016). Conceptualizing and investigating teachers’ knowledge for integrating content and language in content-based instruction. Journal of Immersion and Content-Based Language Education, 4(2), 144–167. https://doi.org/10.1075/jicb.4.2.01mor
  • 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, 21(4), 496–508. https://doi.org/10.1080/13670050.2016.1192101
  • Whittaker, R., & Acevedo, C. (2016). Working on literacy in CLIL/bilingual contexts: Reading to Learn and teacher development. Estudios sobre Educación, 31, 37–55. https://doi.org/10.15581/004.31.37-55
  • Celestén Pérez, M., & Basse, R. (2015). Analysing errors of CLIL and non-CLIL primary school students in their written and oral productions: a comparative study. Procedia – Social and Behavioral Sciences, 199, 11–17. https://doi.org/10.1016/j.sbspro.2015.02.023
  • Hope, A. (2015). Khora – plus de métaphore. Textual Practice, 29(4), 611–630.https://doi.org/10.1080/0950236X.2014.936486
  • Jakonen, T., & Morton, T. (2015). Epistemic search sequences in peer interaction in a content-based language classroom. Applied Linguistics, 36(1), 73–94. https://doi.org/10.1093/applin/amt031
  • 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. https://https://doi.org/10.1515/eujal-2015-0003
  • Llinares, A. (2015). Integration in CLIL: a proposal to inform research and successful pedagogy. Language, Culture and Curriculum, 28(1), 58–73. https://doi.org/10.1080/07908318.2014.1000925
  • Llinares, A., & Dalton-Puffer, C. (2015). The role of different tasks in CLIL students’ use of evaluative language. System, 54, 69–79. https://doi.org/10.1016/j.system.2015.05.001
  • 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. https://doi.org/10.1080/09500782.2014.924964
  • Morton, T. (2015). Vocabulary explanations in CLIL classrooms: a conversation analysis perspective. The Language Learning Journal, 43(3), 256–270. https://doi.org/10.1080/09571736.2015.1053283
  • Sobhy, N. (2015). Review of Teaching and Learning Pragmatics: Where Language and Culture Meet by Noriko Ishihara and Andrew Cohen. Journal of Intercultural Pragmatics, 12(1), 129–133. https://doi.org/10.1515/ip-2015-0006
  • Surmont, J., Struys, E., & Somers, T. (2015). Creating a framework for a large-scale implementation of Content and Language Integrated Learning: The first steps. European Journal of Language Policy, 7(1), 29–41. https://doi.org/10.3828/ejlp.2015.3
  • Basse, R. (2014). The effects of Assessment for Learning (AfL) on the motivation of lower achieving language learners. Actas del II Congreso Internacional en Lingüística Aplicada a la Enseñanza de Lenguas: en camino hacia el plurilingüismo. Universidad Nebrija. Recuperado de https://www.nebrija.com/vida_universitaria/servicios/pdf-publicaciones/ActasNebrija_SegundoCongreso.pdf
  • 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. https://doi.org/10.1093/applin/amu010
  • 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. https://doi.org/10.1080/09571736.2014.889507
  • Hope, A. (2014). The Future Is Plastic: Refiguring Malabou’s Plasticity. Journal for Cultural Research, 18(4), 329–349. https://doi.org/10.1080/14797585.2014.959308
  • 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. https://doi.org/10.1080/09571736.2014.889509
  • Whittaker, R. (2014). Teacher Learning for European Literacy Education (TeL4ELE). Report for Spain. Project Outputs (80 pp.). Available at: www.tel4ele.eu
  • Llinares, A., & Pastrana, A. (2013). CLIL students’ pragmatic development across classroom activities and educational levels. Journal of Pragmatics, 59, 81–92. https://doi.org/10.1016/j.pragma.2013.05.011
  • Sobhy, N., Berzosa, C., & Crean, F. (2013). From ESP to CLIL using the schema theory. Revista de Lenguas para Fines Específicos, 19, 251–267. https://riunet.upv.es/handle/10251/203800
  • Nikula, T., Dalton-Puffer, C., & Llinares, A. (2013). CLIL classroom discourse. Journal of Immersion and Content-Based Language Education, 1(1), 70–100. https://doi.org/10.1075/jicb.1.1.04nik
  • Morton, T. (2012). Classroom talk, conceptual change and teacher reflection in bilingual science teaching. Teaching and Teacher Education, 28(1), 101–110. https://doi.org/10.1016/j.tate.2011.07.006
  • Pascual, I. (2012). Classroom discourse and teachers’ formative assessment in Content and Language Integrated Learning Classrooms (CLIL) in Madrid. NALDIC Quarterly, 9(2), 17–22.
  • Somers, T., & Surmont, J. (2012). CLIL and immersion: how clear-cut are they? ELT Journal, 66(1), 113–116. https://doi.org/10.1093/elt/ccr079
  • 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. https://doi.org/10.1080/09500782.2010.547199
  • Llinares, 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. https://doi.org/10.1111/j.1473-4192.2011.00296.x
  • Whittaker, R., Llinares, A., & McCabe, A. (2011). Written discourse development in CLIL at secondary school. Language Teaching Research, 15(3), 343–362. https://doi.org/10.1177/1362168811401154
  • Dafouz, E., Llinares, A. & Morton, T. (2010). CLIL across Contexts: A scaffolding framework for CLIL teacher education. VIEWS, 19(3), 12-20. https://eprints.bbk.ac.uk/6264
  • Llinares, A., & Morton, T. (2010). Historical explanations as situated practice in Content and Language Integrated Learning. Classroom Discourse, 1(1), 65–84. https://doi.org/10.1080/19463011003750681
  • Pascual, I. (2010). CLIL classrooms: an analysis of teachers’ questions and students’ responses. Proceedings of the XXVIII Congreso Internacional de la Asociación Española de Lingüística Aplicada (AESLA).
  • Pascual, I. (2010). Teachers’ questions in CLIL contexts. VIEWZ (Vienna English Working Papers), 19(3), 65–71. https://doi.org/10.1075/lllt.47.13pas
  • Whittaker, R. (2010). Using SFL in Content and Language Integrated Learning. National Association for Language Development in the Curriculum. Special Issue: Learning language, learning through language and learning about language: the contribution of systemic functional linguistics.
  • Dafouz, E., & Llinares, A. (2008). The role of repetition in CLIL teacher discourse: A comparative study at secondary and tertiary levels. International CLIL Research Journal, 1(1), 52-61.
  • Llinares García, A. (2007). Young learners’ functional use of the L2 in a low-immersion EFL context. ELT Journal, 61(1), 39-45. https://doi.org/10.1093/elt/ccl043
  • Llinares García, A., & Romero Trillo, J. (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. https://doi.org/10.1111/j.1473-4192.2007.00146.x
  • Llinares, A. & Whittaker, R. (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. (2006). A pragmatic analysis of children’s interlanguage in EFL preschool contexts. Intercultural Pragmatics, 3(2), 171-193. https://doi.org/10.1515/IP.2006.011
  • Llinares García, A. & Whittaker, R. (2006). Oral and written production in social science. Vienna English Working Papers, 15(3), 28-32.
  • Dafouz Milne, E. & Llinares García, A. (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, 3, 10-18.
Book chapters
  • Llinares, A. (2019). Afterword: CLIL in Spain and Japan: Synergies, Specificities and New Horizons. En K. Tsuchiya & M. P. Murillo (Eds.), Content and Language Integrated Learning in Spanish and Japanese Contexts (pp. 409–414). Cham: Palgrave Macmillan.
  • Morton, T. (2019). Teacher education in content-based language education. En S. Walsh & S. Mann (Eds.), The Routledge Handbook of English Language Teacher Education (pp. 169–183). Abingdon: Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315659824-15/teacher-education-content-based-language-education-tom-morton
  • Hope, A. (2018). Sound Phenomenology: The Sound of Space and Space of Sound in Bruce Nauman. In M. T. Sánchez, P. Hernández, C. Fernández, F. J. Ruiz, T. Fernández, & A. Berciano (Eds.), Taking Stock to Look Ahead: Celebrating Forty Years of English Studies in Spain (p. 69). Universidad Autónoma de Madrid. https://portalcientifico.uam.es/es/ipublic/item/6569262
  • Nashaat Sobhy, N. (2018). Operationalizing “Defining” from a Cognitive Discourse Perspective for Learners’ Use. En S. M. Anwaruddin (Ed.), Knowledge Mobilization in TESOL: Teachers’ Experiences of Connecting Research and Practice. Leiden: Brill. https://doi.org/10.1163/9789004392472_007
  • Nashaat-Sobhy, N., & Llinares, A. (2018). CLIL students’ pragmatic competence: A comparison between naturally-occurring and elicited requests. En A. Herraiz-Martínez & A. Sánchez-Hernández (Eds.), Learning Second Language Pragmatics Beyond Traditional Contexts (pp. 173–204). Bern: Peter Lang. https://doi.org/10.3726/b14949
  • Llinares, A. (2017). Learning how to mean in primary school CLIL classrooms. En M.P. García Mayo (Ed.), Learning Foreign Languages in Primary School: Research Insights (pp. 69–85). Bristol: Multilingual Matters. https://doi.org/10.21832/9781783098118-006
  • Llinares, A., & Morton, T. (2017). Speech function analysis to explore CLIL students’ spoken language for knowledge construction. En A. Llinares & T. Morton (Eds.), Applied Linguistics Perspectives on CLIL (pp. 125–144). Ámsterdam: John Benjamins. https://benjamins.com/catalog/lllt.47.08lli
  • McCabe, A. (2017). SFL and language teaching. En T. Bartlett & G. O’Grady (Eds.), The Routledge Handbook of Systemic Functional Linguistics (pp. 591–604). Londres y Nueva York: Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315413891-50/systemic-functional-linguistics-language-teaching-anne-mccabe
  • McCabe, A., & Whittaker, R. (2017). Genre and appraisal in CLIL history texts: Developing the voice of the historian. En A. Llinares & T. Morton (Eds.), Applied Linguistics Perspectives on CLIL (pp. 105–124). Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.47.07mcc
  • Morton, T., & Llinares, A. (2017). Content and language integrated learning: Type of programme or pedagogical model? En A. Llinares & T. Morton (Eds.), Applied Linguistics Perspectives on CLIL (pp. 105–124). Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.47.01mor
  • Nashaat-Sobhy, N. (2017). Investigating pragmatics in CLIL through students’ requests. En T. Morton & A. Llinares (Eds.), Applied Linguistics Perspectives on CLIL (pp. 67–88). Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.47.05sob
  • Pascual, I., & Basse, R. (2017). Assessment for learning in CLIL classroom discourse: The case of metacognitive questions. En A. Llinares & T. Morton (Eds.), Applied Linguistics Perspectives on CLIL (pp. 221–235). Amsterdam: John Benjamins. https://doi.org/10.1075/lllt.47.13pas
  • Leung, C., & Morton, T. (2016). Language competence, learning and pedagogy in CLIL: Deepening and broadening integration. En T. Nikula, E. Dafouz, P. Moore, & U. Smit (Eds.), Conceptualising Integration in CLIL and Multilingual Education (pp. 235-248). Bristol: Multilingual Matters. https://www.scopus.com/record/display.uri?eid=2-s2.0-85018680695&origin=inward&txGid=affc89b2b99df0ac1495399eb8a50d03
  • Llinares, A., & Nikula, T. (2016). Teacher and student evaluative language in CLIL across contexts: Integrating SFL and pragmatic approaches. En T. Nikula, E. Dafouz, P. Moore, & U. Smit (Eds.), Conceptualising Integration in CLIL and Multilingual Education (pp. 189-210). Bristol: Multilingual Matters. https://doi.org/10.21832/9781783096145-012
  • McCabe, A., Morton, T., Llinares, A., & Whittaker, R. (2016). Longitudinal study of two CLIL classrooms in Spain: Results from written and spoken data. En K. Papaja & A. Świątek (Eds.), Modernizing Educational Practice: Perspectives in Content and Language Integrated Learning (CLIL) (pp. 149-169). Newcastle upon Tyne: Cambridge Scholars Publishing. https://www.cambridgescholars.com/product/978-1-4438-8535-5
  • Morton, T. (2016). Being a language teacher in the content classroom: Teacher identity and content and language integrated learning (CLIL). En S. Preece (Ed.), The Routledge Handbook of Language and Identity (pp. 382-395). Londres: Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315669816-29/being-language-teacher-content-classroom-tom-morton?context=ubx
  • Morton, T. (2016). Content and Language Integrated Learning. En G. Hall (Ed.), The Routledge Handbook of English Language Teaching (pp. 252-264). Londres: Routledge. https://www.routledge.com/The-Routledge-Handbook-of-English-Language-Teaching/Hall/p/book/9780367473037
  • Morton, T., & Jakonen, T. (2016). Integration of language and content through languaging in CLIL classroom interaction: A conversation analysis perspective. En T. Nikula, E. Dafouz Milne, P. Moore y U. Smit (Eds.), Conceptualising Integration in CLIL and Multilingual Education (pp. 171-188). Bristol: Multilingual Matters. https://doi.org/10.21832/9781783096145-011
  • Morton, T., & McCabe, A. (2016). Journey of three digitised texts: Entextualisation and recontextualisation in a corpus study. En S. Gardner & S. Alsop (Eds.), Systemic Functional Linguistics in the Digital Age (pp. 19-36). Sheffield: Equinox. https://utppublishing.com/doi/10.3138/9781781792384.018
  • Ramis-Conde, I., Molina, D., & Hope, A. (2016). La contextualización social en los libros de texto de educación primaria de matemáticas de la India. En J. A. Macías, A. Jiménez, J. L. González, M. T. Sánchez, P. Hernández, C. Fernández, F. J. Ruiz, T. Fernández & A. Berciano (Eds.), Investigación en Educación Matemática XX (pp. 459–468). Málaga: SEIEM. http://funes.uniandes.edu.co/12515/
  • Hope, A. (2015). “It’s only combinations of letters, after all, isn’t it”: The “Voice” and Spirit Mediums in Thomas Pynchon’s Against the Day (2006). Inn J. Sacido-Romero & S. Mieszkowski (Eds.), Sound Effects: The Object Voice in Fiction (pp. 269–293). Brill. https://doi.org/10.1163/9789004304406_012
  • Nikula, T., Dalton-Puffer, C., Llinares, A., & Lorenzo, F. (2016). More than content and language: The complexity of integration in CLIL and bilingual education. En T. Nikula, E. Dafouz, P. Moore, & U. Smit (Eds.), Conceptualising Integration in CLIL and Multilingual Education (pp. 1-25). Bristol: Multilingual Matters. https://doi.org/10.21832/9781783096145-004
  • Basse, R. (2014). Assessment for learning and motivation in primary bilingual classrooms in Spain. En N. Celayeta Gil, F. Jiménez Berrio, A. de Lucas Vicente, & M. Iraceburu Jiménez (Coords.), Enseñanza y adquisición de lenguas en el contexto educativo español (pp. 11-25). Málaga: Analecta Malacitana Anejos. Recuperado de https://ddd.uab.cat/record/93332
  • Somers, T., De Mesmaeker, E., Lochtman, K., & Van de Craen, P. (2014). Multilingualism as a resource for learning and teaching. En N. Morys, C. Kirsch, I. de Saint-Georges, & G. Gretsch (Eds.), Lernen und Lehren in multilingualen Kontexten: Zum Umgang mit sprachlich-kultureller Diversität im Klassenraum / Teaching and learning in multilingual contexts: Dealing with Linguistic and Cultural Diversity in the Classroom (pp. 85-100). Frankfurt am Main: Peter Lang.
  • Surmont, J., Van de Craen, P., Struys, E., & Somers, T. (2014). Evaluating a CLIL student: Where to find the CLIL advantage. En R. Breeze, C. Llamas Saíz, C. Martínez Pasamar, & C. Taberno Sala (Eds.), Integration of theory and practice in CLIL (pp. 55-72). Amsterdam – New York: Rodopi. https://doi.org/10.1163/9789401210614_005
  • 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. En J. Arnau (Ed.), Reviving Catalan at School: Challenges and Instructional Approaches (pp. 159-183). Bristol: Multilingual Matters. https://doi.org/10.21832/9781783090266-010
  • García Parejo, I., Whittaker, R., García Bermejo, M. L., Bordón, T., Blecua, I., & Pedrosa, B. (2013). ¿Cómo construir un andamiaje discursivo eficaz para favorecer el aprendizaje integrado de la lectura y de la escritura en las diferentes disciplinas del currículo? En T. Ramiro-Sánchez, M. T. Ramiro y M. P. Bermúdez (Eds.), Avances en Ciencias de la Educación y del Desarrollo (pp. 373-377). Granada: Asociación Española de Psicología Conductual (AEPC). https://www.congresoeducacion.es/edu_web/DOC/CAPITULOSEDU2013.pdf
  • Llinares, A. (2013). Systemic Functional approaches to second language acquisition in school settings. In P. García Mayo, J. Gutiérrez-Mangado, & M. Martínez Adrián (Eds.), Multiple Perspectives on Second Language Acquisition (pp. 29-48). Amsterdam: John Benjamins. https://doi.org/10.1075/aals.9.05ch2
  • Morton, T. (2013). Critically evaluating materials for CLIL: Practitioners’ perspectives and practices. In J. Gray (Ed.), Critical Perspectives on Language Teaching Materials (pp. 137-160). Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9781137384263_6
  • Llinares, A. & Morton, T. (2012). Social perspectives on interaction and language learning in CLIL classrooms. In E. Alcón Soler & P. Safont Jordá (Eds.), Discourse and learning across L2 instructional contexts (pp. 105-132). Amsterdam: Rodopi.https://doi.org/10.1163/9789401208598_007
  • Llinares, A., & Whittaker, R. (2011). Functions of language in CLIL secondary classes: A systemic functional approach. In C. Escobar & L. Nussbaum (Eds.), Learning in a different language (pp. 141-161). UAB. https://ddd.uab.cat/pub/caplli/2011/268196/a2011apraltlle_p141.pdf
  • Whittaker, R., & Llinares García, A. (2011). Integrating the learning of language and the learning of content: The UAM-CLIL Project. In C. Escobar & L. Nussbaum (Eds.), Learning in a different language. UAB.
  • Whittaker, R., & Llinares García, A. (2011). Content and language integrated learning (CLIL) in secondary school. In S. House (Ed.), Theory and practice in English language teaching. Grao.
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