UAM-CLIL research group

Research into Content and Language Integrated Learning (CLIL)

Publications

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Books

Journal articles

  • Hidalgo McCabe, E. & Fernández-González, N. (2019). Framing “choice” in language education: The case of freedom in constructing inequality. In L. Martín Rojo & A. Del Percio (Eds.), Language and Neoliberal Governmentality (pp. 69-90). New York: Routledge.
  • Llinares, A. (2019) Afterword: CLIL in Spain and Japan: Synergies, Specificities and New Horizons. In Tsuchiya, K., & Murillo, M. P. (eds.) Content And Language Integrated Learning In Spanish And Japanese Contexts. pp. 409 – 414. Palgrave MacMillan. ISBN 978-3-030-27442-9
  • Morton, T. (2019). Teacher education in content-based language education. In S. Walsh & S. Mann (Eds.), The Routledge Handbook of English Language Teacher Education (pp. 169-183). Abingdon: Routledge.
  • 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): 275-86. (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. (Q1)
  • Nashaat Sobhy, N. (2018). Operationalizing “Defining” from a Cognitive Discourse Perspective for Learners’ Use. To appear In S. M. Anwaruddin (Ed.), Knowledge mobilization in TESOL: Teachers’ experiences of connecting research and practice. Leiden: Brill.
  • Nashaat Sobhy, N., Llinares, A. (2018) CLIL students’ pragmatic competence: a comparison between naturally-occurring and elicited requests. In Herraiz-Martínez, A., & Sánchez-Hernández, A. (Eds.) Learning Second Language Pragmatics Beyond Traditional Contexts.256, pp. 173 – 204. Peter Lang.
  • 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 Fur Erziehungswissenschaft. 21(1), pp. 49 – 70.
  • 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. DOI: 10.1080/13670050.2018.1517722 (Q1 SJR)
  • 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).
  • Llinares, A., & Morton, T. (2017). Speech function analysis to explore CLIL students’ spoken language for knowledge construction. In A. Llinares and T. Morton (Eds). Applied Linguistics Perspectives on CLIL. Amsterdam: John Benjamins. pp. 129-148.
  • McCabe, A. (2017) SFL and language teaching. In Bartlett, T. & O’Grady, G. The Routledge Handbook of Systemic Functional Linguistics. Routledge.
  • McCabe, A. & R. Whittaker (2017). Genre and appraisal in CLIL history texts: developing the voice of the historian. In A. Llinares & T. Morton (eds.), Applied Linguistics Perspectives on CLIL. Amsterdam: John Benjamins.
  • Morton, T. & Llinares, A. (2017) Content and language integrated learning: Type of programme or pedagogical model? In Llinares, A. & Morton, T. Applied Linguistics Perspectives on CLIL, pp. 105-24. Amsterdam: John Benjamins.
  • Nashaat Sobhy, N. (2017). Investigating Pragmatics in CLIL through students’ requests. In T. Morton & A. Llinares (eds.), Applied Linguistics Perspectives on CLIL. Amsterdam: John Benjamins.
  • Pascual, I. & Basse, R. (2017). The use of meta- questions in primary bilingual CLIL classrooms: Building an Assessment for Learning discourse. In A. Llinares and T. Morton (Eds). Applied Linguistics Perspectives on CLIL. Amsterdam: John Benjamins. pp. 129-148.
  • Somers, T. (2017). Content and Language Integrated Learning and the inclusion of immigrant minority language students: A research review. Special issue of The International Review of Education. DOI 10.1007/s11159-017-9651-4
  • Leung, C., & Morton, T. (2016). Language competence, learning and pedagogy in CLIL: deepening and broadening integration. In T. Nikula, E. Dafouz Milne, P. Moore & U. Smit (Eds.). Conceptualising Integration in CLIL and Multilingual Education. Bristol: Multilingual Matters. (pp. 235-248).
  • 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.
  • McCabe, A. & Hidalgo, E. (2016) Managing learner identity for engaging learning. Selected Papers 2014-2015 TESOL-SPAIN, 230-242.
  • McCabe, A., & Morton, T. (2016). Longitudinal study of two CLIL classrooms in Spain: Results from written and spoken data. In Papaja, K. and Swiatek, A. (eds.) Modernizing Educational Practice Perspectives in Content and Language Integrated Learning. Newcastle: Cambridge Scholars Publishing. (pp. 149-169).
  • McCabe, A, T. Morton, A. Llinares & R. Whittaker (2016) . Longitudinal Study of Two CLIL Classrooms in Spain: Results from Written and Spoken Data. In In Katarzyna Papaja, Artur Świątek eds. Modernizing Educational Practice: Perspectives in Content and Language Integrated Learning (CLIL) Newcastle upon Tyne: Cambridge Scholars Publishing. 149-169.
  • Morton, T. (2016). Being a language teacher in the content classroom: teacher identity and content and language integrated learning (CLIL). In S. Preece (Ed). Routledge Handbook of Language and Identity. London: Routledge. (pp. 382-395).
  • 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: 44–167.
  • Morton, T. (2016). Content and Language Integrated Learning. In G. Hall (Ed), Routledge Handbook of ELT. London: Routledge (pp. 252-264).
  • Morton, T., & Jakonen, T. (2016). Integration of language and content through languaging in CLIL classroom interaction: a conversation analysis perspective. In T. Nikula, E. Dafouz Milne, P. Moore and U. Smit (Eds.). Conceptualising Integration in CLIL and Multilingual Education. Bristol: Multilingual Matters. (pp. 171-188).
  • 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. doi: 10.1080/13670050.2016.1192101.
  • Morton, T, & McCabe, A. (2016). Journey of Three Digitised Texts: Entextualisation and Recontextualisation in a Corpus Study. In S. Gardner and S. Alsop (Eds.) Systemic Functional Linguistics in the Digital Age. Sheffield: Equinox.
  • 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.
  • Pascual, I. & Basse, R. (forthcoming, 2016). The use of meta- questions in primary bilingual CLIL classrooms: Building an Assessment for Learning discourse. In A. Llinares & T. Morton (eds.), Applied Linguistics Perspectives on CLIL. Amsterdam: John Benjamins.
  • Whittaker, R. & C. Acevedo (2016) . Working on literacy in CLIL/bilingual contexts: Reading to Learn and teacher development. Estudios sobre Educación. 31, pp. 31-50.
  • Celesten, M. & Basse, R. (2015). Analysing errors of CLIL and non-CLI primary school students in their written and oral productions: a comparative study. Procedia- Social and Behavioral sciences: 11-17.
  • Jakonen, T, & Morton, T. (2015). Epistemic search sequences in peer interaction in a content based language classroom. Applied Linguistics 36 (1): 73-94.
  • 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.
  • Llinares, A. (2015). Integration in CLIL: a proposal to inform research and successful pedagogy. Language, Culture and Curriculum, 28(1), 58-73.
  • Llinares A. & Dalton-Puffer, C. (2015).The role of different tasks in CLIL students’ use of evaluative language. System, 54, 69-79.
  • 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.
  • Morton, T. (2015). Vocabulary explanations in CLIL classrooms: a conversation analysis perspective. The Language Learning Journal, 43 (3): 256-270.
  • Nashaat Sobhy-Sobhy, N. (2015). Review of Teaching and Learning Pragmatics: Where Language and Culture Meet by Noriko Ishihara and Andrew Cohen. Journal of Intercultural Pragmatics, Walter de Gryuter, 12(1), 129-133.
  • Surmont, J., E. Struys, T. Somers (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.
  • 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 Enseñaza de lenguas: el camino hacia el plurilingüismo.
  • Basse, R. (2014). Assessment for learning and motivation in primary bilingual classrooms in Spain. In Celayeta Gil, N., Jiménez Berrio, F., de Lucas Vicente, A. & Iraceburu Jiménez, M. (coords.), Enseñanza y aprendizaje de lenguas en el contexto educativo español. Analecta Malacitana Anejos/96: 11-25.
  • 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.
  • 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.
  • 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.
  • Somers, T., De Mesmaeker, E., Lochtman, K. & Van de Craen, P. (2014). Multilingualism as a resource for learning and teaching. In: Morys, N., 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. (“Sprache, Mehrsprachigkeit und sozialer Wandel” Series). Frankfurt am Main: Peter Lang. pp. 85-100.
  • Surmont, J., Van de Craen, P., Struys, E. & Somers, T. (2014). Evaluating a CLIL students: Where to find the CLIL advantage. In: Breeze, R., C. Llamas Saíz, C. Martínez Pasamar & C. Taberno Sala (eds.), Integration of theory and practice in CLIL. Amsterdam – New York: Rodopi. pp. 55-72.
  • Whittaker, R. (2014) Teacher Learning for European Literacy Education (TeL4ELE). Report for Spain. Project Outputs. 80 pp. Available at: http://www.tel4ele.eu.
  • 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. & 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/).
  • 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.
  • García Parejo, I. , R. Whittaker, Mª L. García Bermejo, T. Bordón, I. Blecua, B. Pedrosa (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? In T. Ramiro-Sánchez, M.T. Ramiro y M.P. Bermúdez (eds) Avances en Ciencias de la Educación y del Desarrollo. Granada: Asociación Española de Psicología Conductual (AEPC)
  • 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.
  • Llinares, A. & Pastrana, A. (2013). CLIL students’ pragmatic development across classroom activities and educational levels. Journal of Pragmatics, 59 (A), 81-92.
  • Morton, T. (2013). Critically evaluating materials for CLIL: Practitioners’ perspectives and practices. In J. Gray (Ed.). Critical Perspectives on Language Teaching Materials. Basingstoke: Palgrave. (pp. 137-60).
  • Nashaat Sobhy, N., Berzosa, C., & Crean, F. (2013). From ESP to CLIL using the schema theory. Revista de Lenguas para Fines Específicos, 19, 251-267.
  • Nikula, T., Dalton-Puffer, C. & Llinares, A. (2013). CLIL classroom discourse. Journal of Immersion and Content-Based Language Education, 1:1, 70-100.
  • 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.
  • Llinares, 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.
  • Morton, T. (2012). Classroom talk, conceptual change and teacher reflection in bilingual science teaching. Teaching and Teacher Education, 28(1), 101–110.
  • 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.
  • 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. (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.
  • 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.Whittaker, R., Llinares, A. & McCabe, A. (2011). Written discourse development in CLIL at secondary school. Language Teaching Research 15/3 (343-362).
  • Llinares, A. & R. Whittaker (2011). Functions of language in CLIL secondary classes: a systemic functional approach. In Escobar, C & L. Nussbaum (eds.) Learning in a Different Language. Barcelona: UAB. 141-161.
  • 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.
  • 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 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.
  • Llinares, A. and Morton, T. (2010). Historical explanations as situated practice in Content and Language Integrated Learning. Classroom Discourse 1 (1): 65-84.
  • 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.
  • Morton, T. (2010). Using a genre-based approach to integrating content and language in CLIL: the example of secondary history. In Dalton-Puffer, C., T. Nikula, & U. Smit (Eds) Language use in Content-and-language integrated learning (CLIL). Amsterdam: John Benjamins.
  • 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).
  • 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.
  • 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.
  • Morton, T. (2009). Integrating language and content in secondary CLIL history: the potential of a genre-based approach. In Carrio-Pastor, M. (Ed.) Content and language integrated learning: leveraging cultural diversity. Bern: Peter Lang.
  • 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).
  • 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.
  • 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 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. (2007). Young learners’ functional use of the L2 in a low-immersion EFL context. ELT Journal, 61, 39-45.
  • 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. 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, 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.
  • Whittaker, R., O’Donnell, M. & McCabe, A. (2007). Introduction: The changing face of language education. In McCabe, A., O’Donnell, M. & Whittaker, R. (eds) Advances in Language and Education. London: Continuum, pp. 1-12.
  • Llinares García, A. (2006). A pragmatic analysis of children’s interlanguage in EFL preschool contexts. Intercultural Pragmatics, 3-2. 171-193.
  • 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. & R. Whittaker (2006). Oral and written production in social science. Vienna English Working Papers, 15 (vol. 3), 28-32.
  • McCabe, A. & Whittaker, R. (2006). An introduction to language and literacy. In Whittaker, R., O’Donnell, M. & McCabe, A. (eds) Language & Literacy: Functional Approaches. London: Continuum, pp. 1-11.
  • 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.
Book chapters

Conference papers

Coming soon!