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. (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. (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.
Conference papers

  • Morton, T. (2019). Using assessment to support learning in CLIL and Bilingual Education. Primer congreso interautonómico Comunidad de Madrid-Castilla-León: Language learning and internationalization in school contexts: The outcomes of bilingual models and teacher professional development. Innovation and prospects. Valladolid, 9 February, Madrid, 16 February.
  • Llinares, A., & Morton, T. (2018). Opinions versus research: challenging the myths about bilingual education and CLIL. International conference on bilingualism and interculturality: Challenges, limits and solutions, UNED, Madrid, 29-30 November 2018.
  • Morton, T. (2018). Using cognitive discourse functions to integrate content, language and literacy in assessment in bilingual education. 2nd International Conference for Professionals in Bilingual Education, Madrid, 1-2 June 2018.
  • Linares, A., & Morton, T. (2018). Exploring in two languages. Language, identity and education in multilingual contexts (LIEMC18). Dublin, 2 February 2018.
  • Morton, T. (2017). Content and language integration in multilingual education as a ‘wicked problem’: towards a transdisciplinary approach. Invited plenary talk. Sixth annual international research methods summer school (IRMSS). University of Limerick, Ireland, 25 May 2017.
  • Morton, T. (2016). English-medium instruction as translingual practice in contact zones. The 2nd LEGMC Colloquium Language Education in Global and Multilingual Contexts. Rikkyo University, Tokyo, 20 December 2016.
  • Llinares, A., Morton, T., Evnitskaya, N., Whittaker, R. (2016). Combining systemic functional linguistics and cognitive discourse functions in analysing upper primary learners’ expression of science and history content in L2 English. Sixth International Conference on Immersion and Dual Language Education. University of Minnesota, 22 October, 2016.
  • Morton, T. (2016). Multilingual education as mixed pedagogic practice: Using Bernstein’s theory of pedagogic discourse to characterise different approaches. 21st Sociolinguistics Symposium, University of Murcia. 17 June.
  • Morton, T. (2015). Pedagogical Content Knowledge for Content and Language Integration in Bilingual Education. CLIL Colloquium. Centro Cultural La Corrala, Universidad Autónoma de Madrid. 10 June.
  • Morton, T. (2015). Multiplicities in learning content through an L2: expanding the plurilingual communicative repertoire. AESLA, Universidad Politécnica de Madrid. 16-18 April.
  • Morton, T. (2014). ‘Maybe in English they do it that way but not in science’: classroom interaction and teacher knowledge and identity in teaching content in an additional language. Linguistic Ethnography: Benefits and Challenges. Explorations in Ethnography, Language and Communication 5. University of Manchester, 11-12 September.
  • Morton, T. and Jakonen, T. (2014). Knowledge as social interaction across CLIL contexts. Paper presented at AILA World Congress 2014, Brisbane, Australia, 12 August.
  • Morton, T.,and Jakonen, T. (2014). The interactional management of knowledge in CLIL classrooms. Sociolinguistics Symposium 20, Universidad de Jyväskylä (Finland), 15-18 June.
  • Morton, T., and Llinares, A. (2014). The interpersonal function as an index of content achievement in CLIL. AILA CLIL Research Network Symposium, Universidad Pablo de Olavide, Sevilla, 4-5 April.
  • McCabe, A., Morton, T., Llinares, A., and Whittaker, R. (2013). Appraisal analysis of secondary school history texts in two modes. 24th European Systemic Functional Linguistics Conference and Workshop – Coventry University, 1-3 July.
  • Jakonen, T., and Morton, T. (2013). Resolving knowledge gaps in small group interaction in a CLIL classroom. Applied Linguistics Perspectives on CLIL (ALP-CLIL) Conference, Universidad Autónoma de Madrid, 5-8 June.
  • Morton, T. (2012). Classroom talk and content and language learning in CLIL classrooms: possibilities, prospects and challenges. Invited plenary. Almagro CLIL Congress, Almagro, Spain, 16-18 July.
  • Llinares, A., and Morton, T. (2012). Students’ use of appraisal in Content and Language Integrated classrooms. European Systemic Functional Linguistics Conference and Workshop 2012, Bertinoro, Italy 9-11 July.
  • Morton, T. (2012). Language use and content and language learning in CLIL classrooms: possibilities, prospects and challenges. Invited plenary. National Seminar “E-CLIL per una didattica innovativa”, Ministry of Education, Rome, 23 May.
  • Morton, T., Llinares, A., Dalton-Puffer, C., and Nikula, T. (2012). Teachers’ evaluative practices in content and language integrated classrooms. AAAL Conference, Boston, USA, 24-27 March.
  • Morton, T. and Llinares, A. (2011). CLIL with attitude: negotiating evaluative meanings in classroom interaction in L2-mediated academic content learning. Classroom-oriented research: Achievements and challenges. Department of English Studies, Faculty of Pedagogy and Fine Arts. Adam Mickiewicz University, Kalisz, Poland. 14-16 Oct.
  • Llinares, A. and Morton, T. (2011). Evaluative language in Content and Language Integrated classrooms: a comparative study of activity types in three European contexts. INT-EVAL: International workshop on the evaluative function of language. Universidad Nacional de Educación a Distancia (UNED), Madrid, 6-8 Oct.
  • Llinares, A., Morton, T., Dalton-Puffer, C. & T. Nikula. (2011). Evaluative language in Content and Language Integrated classrooms: a comparative study across contexts. The 16th World Congress of Applied Linguistics (AILA 2011). Beijing Foreign Studies University, Beijing. 23-28 August.