UAM-CLIL research group

Tom Morton

Researcher

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

tom.morton@uam.es

Books

  • Morton, T., and Gray, J. (2017). Social interaction and English language teacher identity. Edinburgh: Edinburgh University Press.
Journal articles

  • Morton, T. (2024). Beyond Inter- and Trans-Disciplinarity: A Framework for Analysing EMI as an Autonomous Field of Inquiry. Journal of English-Medium instruction.
  • Bozbiyik, M., & Morton, T. (2024). Epistemic Positioning and Knowledge-Building in Postgraduate Neuroscience Classroom Interaction. Journal of Pragmatics.
  • Llinares, A., Morton, T., & Whittaker, R. (2024). Fostering language awareness for integration through teacher-researcher collaboration in a Spanish bilingual education context. Language Awareness, 1-21.
  • Morton, T. (2024). Using Legitimation Code Theory to explore knowledge building in English medium higher education teaching: methodological challenges and innovations. Teaching in Higher Education, 1-19.
  • 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.
  • Bozbıyık, M., & Morton, T. (2024). Lecturers’ use of examples in online university English-medium instruction: a micro-analytic classroom interaction and knowledge-building perspective. Language and Education, 38(3), 344-363.
  • Argüelles-Álvarez, I., & Morton, T. (2023). Using legitimation code theory to investigate English medium lecturers’ knowledge-building practices. Journal of English for Academic Purposes, 65, 101285.
  • Bozbiyik, M., & Morton, T. (2023). Transitioning between ‘Outside’ and ‘Inside’ Knowledge in an Online University EMI Chemistry Course. Applied Linguistics, 44 (2), 265-286.
  • Morton, T. (2023). Afterword: SFL, theoretical pluralism and content and language integration at the levels of curriculum, pedagogy and assessment. International Journal of Bilingual Education and Bilingualism, 26(3): 363-368.
  • Bozbıyık, M., & Morton, T. (2023). Connecting target content with students through translanguaging in a postgraduate EMI pharmacology module. Journal of Multilingual and Multicultural Development, 1-18.
  • Morton, T. (2022). Using cognitive discourse functions and comparative judgement to build teachers’ knowledge of content and language integration for assessment in a bilingual education program. Journal of Immersion and Content-Based Language Education, 10(2), 302-322.
  • Deignan, T., & Morton, T. (2022). The challenges of English medium instruction for subject lecturers: a shared viewpoint, ELT Journal, 76 (2), 208-217.
  • Fürstenberg, U., Morton, T., Kletzenbauer, P., & Reitbauer, M. (2021). “I Wouldn’t Say There Is Anything Language Specific”: The Disconnect between Tertiary CLIL Teachers’ Understanding of the General Communicative and Pedagogical Functions of Language. Latin American Journal of Content & Language Integrated Learning, 14(2), 293-322.
  • Morton, T. (2020). Cognitive discourse functions: A bridge between content, literacy and language for teaching and assessment in CLIL. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 3 (1), 7–17.
  • 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.
  • 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.
  • 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. (2015). Vocabulary explanations in CLIL classrooms: a conversation analysis perspective. The Language Learning Journal, 43 (3): 256-270.
  • Jakonen, T, & Morton, T. (2015). Epistemic search sequences in peer interaction in a content based language classroom. Applied Linguistics 36 (1): 73-94.
  • Morton, T. (2012). Classroom talk, conceptual change and teacher reflection in bilingual science teaching. Teaching and Teacher Education, 28(1), 101–110.
  • Walsh, S., Morton, T., & O’Keeffe, A. (2011). Analysing university spoken interaction: A CL/CA approach. International Journal of Corpus Linguistics, 16(3), 325–345.
  • Evnitskaya, N., and Morton, T. (2011). Knowledge construction, meaning-making and interaction in CLIL science classroom communities of practice. Language and Education, 25(2), 109-127.
  • Morton, T., & Gray, J. (2010). Personal practical knowledge and identity in lesson planning conferences on a pre-service TESOL course. Language Teaching Research 14(3) 1–21.
  • Llinares, A. and Morton, T. (2010). Historical explanations as situated practice in Content and Language Integrated Learning. Classroom Discourse 1 (1): 65-84.
Book chapters

  • Morton, T. (2024). “This is English”: crossing disciplinary boundaries in classroom talk in English Medium Instruction. In Re-envisioning English-medium Instruction in K-12 Schools: Policy, Research and Practice. Springer.
  • Morton, T. (2024). Exploring university EMI lecturers’ perspectives and practices in teaching computing’. In English Medium Instruction Pedagogy in Disciplinary Classrooms. Routledge.
  • Morton, T., & Llinares, A. (2024). Building Teachers’ Knowledge of Cognitive Discourse Functions to Integrate Content and Language. In Teacher Development for Content-Based Language Education. Multilingual Matters.
  • Llinares, A., & Morton, T. (2024). Assessing CLIL students’ expression of Explore across languages and school disciplines: An interdisciplinary approach. In Building Disciplinary Literacies in Content and Language Integrated Learning (pp. 101-118). Routledge.
  • Morton, T. (2023). CLIL: Future directions. In The Routledge Handbook of Content and Language Integrated Learning (pp. 521-535). Routledge.
  • 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.
  • Morton, T. and Evnitskaya, N. (2018). Language alternation in peer interaction in content and language integrated learning (CLIL). In A. Filipi and N. Markee (Eds), Conversation Analysis and Language Alternation, Amsterdam: John Benjamins, pp. 61-82.
  • 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.
  • 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.
  • 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).
  • 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. (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). Content and Language Integrated Learning. In G. Hall (Ed), Routledge Handbook of ELT. London: Routledge (pp. 252-264).
  • Morton, T, and 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.
  • 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).
  • 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).
  • Llinares, A., and Morton, T. (2012). Social perspectives on interaction and language learning in CLIL classrooms. In E. Alcón and M.P. Salfont (Eds.) Discourse and Language Learning across L2 instructional settings. Amsterdam: Rodopi.
  • 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.
  • 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.